Purpose: To examine postsecondary faculty attitudes and actions toward inclusive teaching strategies (ITS) designed to benefit all learners.Method: The Inclusive Teaching Strategies Inventory is a self-report survey that measures faculty attitudes toward ITS and traditional academic accommodations, as well as their in-class actions. The authors electronically sent the survey to faculty (N = 422) at 3 universities.Results: Results concluded that experience with previous disability-related training (e.g., workshops, courses, books/articles, websites) was associated with more positive self-reported attitudes toward ITS and more actual use of ITS in courses. No significant differences in attitudes or actions between the 3 universities were found. Other findings revealed attitudes toward ITS were associated with actions incorporating ITS in courses.Conclusion: Rehabilitation educators should review ITS guidelines, seek ITS training opportunities on their respective campuses, begin to incorporate ITS where appropriate for specific courses, and measure ITS effectiveness after implementation in courses. Additional research is recommended to examine ITS effectiveness in various postsecondary educational settings.
Rehabilitation counselors (RCs) routinely work in postsecondary settings serving students with disabilities and interact with campus faculty, staff, and/or administrators on behalf of students they serve. The purpose of the study was to utilize the Inclusive Teaching Strategies Inventory (ITSI) to measure faculty attitudes towards inclusive teaching strategies. The ITSI survey includes items related to traditional academic accommodations, but also includes items related to Universal Design (UD) instructional techniques. The survey was sent electronically to 1,621 faculty at a Midwestern research University and 397 faculty members participated. Results of the study validate findings from previous research on faculty attitudes and concluded that factors such as previous disability-related training and having taught students with disabilities, influenced attitudes toward accommodations and UD instructional concepts. Faculty age and years of teaching experience were not factors associated with attitudes as measured by the ITSI. RCs employed in postsecondary settings may use the results of this study as a guide when interacting or training faculty regarding accommodations or UD instructional techniques. RCs may also consider administering the ITSI to specific faculty populations on their respective campuses as a precursor to training. Implications for RCs employed in postsecondary settings are provided.
Closed-captioning technology has been available for decades and is often used by individuals with disabilities to access video-based information. Course-related videos are routinely shown in college classrooms throughout the United States, however it is unknown if closed-captions are educationally beneficial for all students. The purpose of this study was to examine the educational benefits of closed-captioning among undergraduate students without disabilities and their associated attitudes toward the technology. The use of closed-captions adheres to the principles of Universal Design that encourages stakeholders to build environments and products that are accessible to all individuals. However, more evidence-based research is needed on the utility of this technology in college classrooms. Two separate video-based studies were conducted at one university and groups were randomly assigned to “caption” or “no caption” conditions. It was hypothesized that exposure to closed-captions would increase students’ recall and understanding of video-based information and improve attitudes toward the technology. Results suggested that participants who were exposed to closed-captions scored significantly higher on the subsequent assessment. Participants who already used closed-captions in their daily lives had significantly more positive attitudes toward the technology. Recommendations for further study are provided.
Many students with print-related disabilities need alternative media such as Braille, audio, electronic text, or enlarged text to succeed at the postsecondary level. Currently, a variety of ways are available to acquire accessible print materials for these students. This article examines the current state of maximizing access to alternative media and how to navigate postsecondary alternative media service delivery systems. This article also reviews the roles and responsibilities of students, faculty, postsecondary disability support personnel, and publishing companies. Implications for rehabilitation counselors are also included as many of these professionals are employed in postsecondary disability support offices.
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