Faculty Knowledge, Beliefs, and Willingness to Provide ADA Accommodations
The purpose of this quantitative research study was to describe the faculty’s knowledge, beliefs, and willingness to provide ADA accommodations to students with disabilities at a Southern HBCU. The sample used in this study was 70 full-time and part-time instructors who taught during the Spring of 2023 at a Southern HBCU. The study utilized a theoretical framework of critical disability theory. Two survey instruments used in a previous study were utilized in this research study. The first utilized a 12-question Likert scale survey to measure faculty knowledge, history, and beliefs about ADA accommodations. The second used a 22-question Likert scale survey to examine faculty’s willingness to provide ADA accommodations. Two demographic questions determined whether a significant difference exists when considering the faculty’s study area and their years of experience. The results of percentage and frequency counts showed that 84.29% of the participants were familiar with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (1990). The results of percentage and frequency counts showed that 100% of the participants understood the term “disability.” While these terms were understood, faculty lacked knowledge of ADA accommodations. One-way ANOVA was utilized to determine that no significant differences exist when considering the faculty’s area of study and their years of experience when examining their knowledge of ADA accommodations and willingness to provide ADA accommodations to students with disabilities. This study indicates a need for faculty training in ADA accommodations for students with disabilities at a Southern HBCU.
Disability studies|Education|Special education
Pearl Darsell McKnight,
"Faculty Knowledge, Beliefs, and Willingness to Provide ADA Accommodations"
ETD Collection for Tennessee State University.