Examining Course Accommodation Procedures for Students With Intellectual Disability in Inclusive Higher Education

• In Event: Reimagining Our Limits: Addressing Barriers to College Access for Students With Intellectual Disability

Abstract

Objectives: In this study we explored the following questions: How are instructors accommodating inclusive higher education (IHE) students? What was the experience of IHE students with requesting and receiving accommodations? What was the experience of instructors providing accommodations for students with Intellectual and Developmental Disabilities (IDD)? How did instructors receive education about including, accommodating, and supporting IHE students in their courses? How did instructors perceive the impact of auditing versus taking classes for credit on the flexibility in making accommodations and modifications?

Perspectives or Theoretical Framework: All students with disabilities in higher education are responsible for self-identifying, registering with the disability resource office on campus, and requesting and utilizing accommodations. A common theme in research has been that students with disabilities often encounter faculty who are reportedly unsure, unprepared, or unwilling to provide the accommodations students have been granted (Beilke & Yssel, 1999; Dowrick et al., 2005). Conversations about accessibility, accommodations, and learning needs can be left to happenstance or the discretion of the instructor if the student does not advocate for themselves. Instructors may also view the accommodations as less significant if students are not taking the course for a grade. This mindset can deny students an equitable opportunity for academic success.

Methods, techniques, or modes of inquiry: A mixed method research design was used in this study. We developed and sent surveys to all instructors who had an IHE student audit their course in the last two years. From this group we randomly selected ten instructors to engage in structured interviews. We also sent a survey to all IHE students in the program who audited a course in the last two years. From the group of respondents, we randomly selected ten students to engage in structured interviews. All interviews were audio recorded and transcribed. Survey data and interview data was coded and analyzed using inductive and thematic analysis.

Data Sources, evidence, objects, or materials: Evidence includes survey data and transcribed interview data.

Results and/or substantiated conclusions or warrants for arguments/point of view: This research provides several key findings. Most students with IDD indicated a need for increased support to advocate for accommodations or modifications in the college classroom; Instructors indicated intention for inclusion but varied on practical application of accommodations and modifications for students with IDD in the classroom; Instructors varied in their knowledge of Universal Design for Learning; Both students and instructors indicated a need for additional support and improved procedures and communication for accommodations and modifications for students with IDD.

Scientific or scholarly significance of the study or work: By examining the process for requesting and providing accommodations for students with IDD we provide insight into students’ experience under the current system and identify gaps in the process. This research identifies areas where instructors feel least prepared and offers insight which may lead to improved services. A better understanding of the accommodations experience may serve to inform larger conversations about how instructors can better respond to the needs of students with IDD in IHE.

Authors

• Beth Myers, Syracuse University

• Phillandra Samantha Smith, Syracuse University