The Impact of Higher Education Faculty Knowledge and Preparedness to Support Students With Disabilities on Student Success

• In Event: Negotiating Higher Education Transition

Abstract

Higher education instructional faculty have a multitude of job responsibilities other than classroom instruction. One of those responsibilities is the implementation of accommodation for students with disclosed disabilities. This quantitative study will assess higher education faculty members’ knowledge and preparedness with ADA compliance and its relationship to student success. The results of this study reveal the impact of higher education instructional faculty members’ knowledge and preparedness to implement services to students with disabilities on student success rates. Results aid higher education administration with data driven information on what may impact success of students with disabilities.

Authors

• Brenda Lozano, Texas A&M University-Kingsville

• Daniella G. Varela, Texas A&M University - Kingsville