Students With Learning Disabilities in Higher Education: Faculty Attitude and Practices

Vogel, Susan A.; Leyser, Yona; Wyland, Sharon; Brulle, Andrew R.

doi:10.1207/sldrp1403_5

Cited by 60 publications

(52 citation statements)

References 10 publications

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“…Effective provision for students with disabilities depends to a large extent on an accurate identification of their needs, consistency in availability and access of services and expertise, equality in accessing resources and the existence of an inclusive ethos and culture in higher education institutions (e.g., Vogel, Leyser, Wyland and Brulle, 1999). It also depends upon institutions' capacity and readiness to anticipate students' needs and engage in responsive and inclusive pedagogy.…”

Section: Resultsmentioning

confidence: 99%

Higher education provision for students with disabilities in Cyprus

Hadjikakou

Hartas

2007

High Educ

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Internationally, the number of students with disabilities entering higher education institutions is on the rise. Research estimates that 8% to 10% of students attending higher education are registered with disability, with learning difficulties being the most commonly reported disability. Widening participation in higher education has been supported by legislative changes, inclusive education practices, the use of ICT and accessible facilities and programs and, ultimately, an increasing belief among students with disabilities that higher education maximizes their opportunities for employment and independent living. Within the Cypriot context, research on disability, access and provision in higher education is limited. This study was a part of a large-scale study (PERSEAS) funded by the EU. From the original sample, fifteen students attending private higher education institutions in Cyprus reported disability (i.e., sensory impairment, dyslexia, physical disabilities) and were selected for focus group discussions. Also, interviews and focus groups were conducted with the Headmasters and teachers respectively in ten private higher education institutions. This study yielded interesting results regarding the current state of provision (e.g., concessions for exams and assignments, infrastructure, teaching modification, counseling services) as well as issues of social inclusion, equality of opportunity and entitlement to education.

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Section: Resultsmentioning

confidence: 99%

Higher education provision for students with disabilities in Cyprus

Hadjikakou

Hartas

2007

High Educ

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“…A group of researchers Vogel, Leyser, Wyland, & Brulle, 1999) has shown that faculty in higher education are generally willing to make accommodations for students with disabilities.…”

Section: Background Literature and Court Casesmentioning

confidence: 99%

Teacher Candidates with Disabilities: Guidance for Teacher Educators

Brulle

2006

Action in Teacher Education

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“…Thompson, Bethea and Turner (1997) reported that while faculty had limited knowledge of legislative mandates, they had some experience in teaching students with disabilities, mostly with students with mobility impairments, followed by experience in teaching students with learning disabilities. Many investigations reported, however, that faculty are willing to provide various teaching and examination accommodations in their classrooms (Baggett 1994;Houck et al 1992;Leyser et al 2003;Satcher 1992;Thompson, Behtea and Turner 1997;Vogel et al 1999Vogel et al , 2006. Findings from several of these investigations also showed that faculty were generally less willing to make some accommodations, such as to allow exclusive extra credit, overlook spelling, incorrect punctuation and poor grammar, permit substitutions for required courses, provide copies of lecture notes and give extra credit assignments Matthews, Anderson and Skolnick 1987;Nelson, Dodd and Smith 1990;Sweener et al 2002).…”

mentioning

confidence: 99%

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

Leyser

Greenberger

2008

European Journal of Special Needs Education

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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.

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Students With Learning Disabilities in Higher Education: Faculty Attitude and Practices

Cited by 60 publications

References 10 publications

Higher education provision for students with disabilities in Cyprus

Higher education provision for students with disabilities in Cyprus

Teacher Candidates with Disabilities: Guidance for Teacher Educators

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

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