The effects of community college faculty attitudes toward accommodating students with learning disabilities and attention deficit hyperactivity disorder

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dc.contributor.advisor Koch, Kourtland R. en_US Joles, Candace R. en_US 2011-06-03T19:27:23Z 2011-06-03T19:27:23Z 2007 en_US 2007
dc.identifier LD2489.Z64 2007 .J65 en_US
dc.description.abstract A dramatic upsurge in the number of students with learning disabilities (LD) who attended college has occurred since the 1970s. The granting of accommodations to students with LD and attention deficit hyperactivity disorder (ADHD) or both was important for their success in postsecondary education. Key to the provision of these services was the attitude of faculty towards granting the accommodations. This study examined the attitudes of faculty members at community colleges which had specialized programs for students with LD or ADHD towards granting these accommodations. These attitudes were assessed through a questionnaire. The questionnaire assessed three attitudes: willingness to make accommodation confidence that the accommodations will make a difference, and belief that accommodations would threaten the integrity of the course. The questionnaire also divided accommodations into two large groups: instruction accommodations and evaluation and material accommodations. This study also included a qualitative component in that the questionnaire included some open-ended questions and some respondents were interviewed. A total of 1100 questionnaires was sent to faculty throughout selected Illinois and Indiana community colleges of which 285 questionnaires made up the sample population. Sample population consisted of 54% male and 46% female; 51% held the rank of instructor or adjunct professor while 49% held professorial rank; tenured status consisted of 68% and nontenured (32%) while 54% were full-time and 46% part-time faculty. The collapsed years of teaching experience comprised 46% with five years or less, 27% with six to 15 years, and 27% with more than 16 years. A majority of faculty members had previous experience with students with LD (86%) and ADHD (71%), and a majority of the respondents (71%) had a family member or knew an individual with LD. Results of the questionnaire were combined to generate two factors scores: instructional accommodations and evaluation and material accommodations. These scores were analyzed using means and standard deviations or the factor scores. Aside from overall means, individual differences among faculty members were analyzed using two-way and one-way ANOVAs with alpha set at .05. The overall means suggested that the faculty: were willing to make accommodations, had confidence that the accommodations would make a difference, and did not believe that the accommodations would threaten the integrity of the class. Individual differences were found for gender, tenure status, and training. Females were found to accommodate better than males. Subjects with additional training accommodated more positively than those without training. The current findings were interpreted within the framework of how these community colleges could improve faculty attitudes. Institutions should make LD training a main concern in order for faculty to accommodate. en_US
dc.description.sponsorship Department of Special Education
dc.format.extent xii, 377 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Learning disabilities. en_US
dc.subject.lcsh Attention-deficit hyperactivity disorder. en_US
dc.subject.lcsh College students with disabilities. en_US
dc.subject.lcsh Community college teachers -- Attitudes. en_US
dc.title The effects of community college faculty attitudes toward accommodating students with learning disabilities and attention deficit hyperactivity disorder en_US
dc.title.alternative Community college faculty providing accomodations en_US Thesis (D. Ed.) en_US
dc.identifier.cardcat-url en_US

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  • Doctoral Dissertations [3134]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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