College students with disabilities in teacher education: faculty attitudes and practices

Abstract

Increasing numbers of students with disabilities are enrolled in post-secondary institutions. This study examined faculty attitudes and practices regarding students with disabilities in teacher education. Participants were 188 faculty in seven colleges, in Israel, who responded to a survey instrument about attitudes and practices. Faculty reported personal contact and extensive teaching experience with students with all types of disabilities -mainly those with learning disabilities, yet many had no training in the area of disabilities. A large majority reported both willingness and actual provision of classroom accommodations. More technological than instructional and testing accommodations were noted. Supportive attitudes were found towards students with disabilities in higher education and in the teaching profession. Several background variables such as contact, training, academic discipline and rank were associated with attitudes and practices. Implications for practice and cross-cultural studies are discussed.

Estrategias Para El Aprendizaje De Lenguas en Universitarios Con Trastorno De Déficit De Atención (Tda)

“…Es necesario establecer líneas de actuación para trabajar en el aula, diseñando por ejemplo estrategias de aprendizaje de la lengua (EAL) específicas que ayuden a que el alumnado no se sienta excluido, sino que pueda realizar su aportación como miembro de una comunidad de aprendizaje. En el ámbito de las aulas universitarias, para que los estudiantes con discapacidad tengan éxito, se debe incluir la formación del profesorado, las actitudes positivas y la buena disposición de este para proveer adaptaciones curriculares (Leyser, Greenberger, Sharoni & Vogel, 2011). Esto nos llevará a la utilización de nuevas metodologías docentes, con clases mucho más dinámicas y con un aumento de la interacción por parte del alumnado (Fernández Batanero, 2011).…”

Five Windows and a Locked Door: University Accommodation Responses to Students with Anxiety Disorders

“…Fully 40% revealed that they did not have the necessary skills and knowledge in order to make accommodations. Despite recognizing that they were unprepared to teach students with disabilities, fewer than half of professors were interested in learning more (Collins & Mowbray, 2005;Leyser & Greenberger, 2008).…”

“…The general professorial disinterest in learning more about teaching students with disabilities is a troubling finding, as faculty training is one of the main predictors of attitudes toward students with disabilities (Leyser & Greenberger, 2008), which in turn affects success for these students (Rao, 2004). While studies show that some professors hold positive attitudes about making accommodations for students with disabilities (Bruder & Magro-Wilson, 2010;Marquis et al, 2012), seven percent of professors view making the accommodations as time-consuming and inconvenient (Bruder & Magro-Wilson, 2010), and some administrators, professors, and staff members in a study by Marquis et al (2012) believed that the benefits of accommodation did not outweigh the time and effort expended.…”

Attitudes towards Student with Disabilities in Higher Education, is there any Change?

“…Salzberg, Peterson, Debrand, Blair, Carsey, & Johnson, (2002) studied attitudes of student support centres' directors and found that one of the factors that explain the success of students with disabilities is the faculties' knowledge about disabilities and attitudes toward students with disabilities. Leyser et al (2011) found that students with disabilities face barriers in higher education stemming from misconceptions and lack of information. Both students and professors have very limited knowledge of the issue of accommodations for people with disabilities.…”

“…Students with disabilities became to be considered as a new potential source of tuition fees (Leyser and Greenberger, 2008). In response, colleges and universities began develop support systems and learning technologies that help individuals with disabilities integrate.…”