Multiuniversity Comparison of Faculty Attitudes and Use of Universal Design Instructional Techniques

Abstract

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.

Student and Faculty Perspectives of Inclusive Teaching Practices in Teacher Training Degree Programs

“…Furthermore, and in agreement with the findings of other researchers such as Kumar and Wideman (2014) and Dallas, Sprong and Kluesner (2016), the results of this study describe opportunities to minimize physical and virtual barriers to learning. Student responses stated an overall lack of access to physical environments, resources, and materials.…”

“…Among the diversity of studies completed within the frame of pedagogy of inclusion, some researchers, including Lombardi et al (2015), Morgan and Marin (2016), Sniatecki, Perry and Snell (2015) and Takemae, Dobbins and Kurtts (2018), have been interested in analyzing the use of inclusive teaching strategies among faculty in Higher Education. Others, such as Black, Weinberg and Brodwin (2015), Dallas, Sprong and Kluesner (2016) and Kuman and Wideman (2014), have focused on students' perceptions of how these strategies influenced their learning. Our study compares and contrasts the opinions of students and faculty with respect to instructional practices for inclusion, which is a new development.…”

What are inclusive pedagogies in higher education? A systematic scoping review

“…A further 9 articles were categorised as exploring staff attitudes towards, or perceptions of inclusive pedagogies and their implementation. Several authors employed survey methods to determine the attitudes of a relatively large population of educators; for example, Dallas et al (2016) justice. The authors found that participants tended to draw upon a deficit discourse of inclusion whereby 'disadvantaged' students were constructed as deficient and needing to adapt to institutional expectations.…”

Distance Educators Attitudes and Actions towards Inclusive Teaching Practices

“…West, Novak, and Mueller (2016) administered the ITSI to 222 College of Education instructors employed by a four-year postsecondary institution in the Pacific Northwest, and also confirmed that instructors who possessed a strong understanding of disability laws as well as well as knowledge to implement policies possessed greater self-efficacy to initiate accommodations for students with disabilities. Dallas, Sprong, and Kluesner (2016) examined if there was a correlation between faculty who obtained prior disability training, and their attitudes and actions towards inclusive teaching practices. The study was conducted within three four-year public universities, and the findings suggested that faculty with prior training possessed higher positive attitudes towards inclusive teaching practices, and were more likely to implement inclusive teaching practices within their courses (Dallas et al, 2016).…”

“…Dallas, Sprong, and Kluesner (2016) examined if there was a correlation between faculty who obtained prior disability training, and their attitudes and actions towards inclusive teaching practices. The study was conducted within three four-year public universities, and the findings suggested that faculty with prior training possessed higher positive attitudes towards inclusive teaching practices, and were more likely to implement inclusive teaching practices within their courses (Dallas et al, 2016). Therefore, providing faculty with disability-related training may enhance their capability to implement accommodations and enhance inclusiveness (West et al, 2016).…”