Promoting an Accessible Learning Environment for Students with Disabilities via Faculty Development (Practice Brief)

Autor/inn/en	Hsiao, Feilin; Burgstahler, Sheryl; Johnson, Terri; Nuss, Daniel; Doherty, Michael
Titel	Promoting an Accessible Learning Environment for Students with Disabilities via Faculty Development (Practice Brief)
Quelle	In: Journal of Postsecondary Education and Disability, 32 (2019) 1, S.91-99 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-7762
Schlagwörter	Educational Environment; Students with Disabilities; Faculty Development; Access to Education; Academic Accommodations (Disabilities); Teaching Methods; Inclusion; Postsecondary Education; College Students; College Faculty; Electronic Learning + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Post-secondary education; Tertiäre Bildung; Collegestudent; Fakultät
Abstract	Faculty members' positive attitudes, active engagement, and receptiveness to inclusive instructional practices may contribute to the retention and success of students with disabilities (SWDs). However, most faculty members are not adequately prepared to effectively implement inclusive instruction, and many remain uninformed regarding the functional impact of specific disabilities on academic performance. This practice brief describes a sustainable, year-long, five-module faculty development program that includes universal design of instruction, characteristics of diverse learners, accessible online learning, disability-related laws and regulations, a panel dialogue with SWDs, and a final project that involved disseminating, integrating, and applying knowledge and skills learned during the program. Results from pre- and post-training questionnaires indicated significant improvements in faculty members' willingness to accommodate SWDs, provide accessible materials, and cultivate inclusive classroom environments, as well as in their understanding of disability law and concepts and of the accessibility of campus resources. (As Provided).
Anmerkungen	Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: ahead@ahead.org; Web site: http://www.ahead.org/publications/jped
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01