University Faculty Knowledge, Beliefs, and Practices in Providing Reasonable Accommodations to Students With Disabilities

Abstract

University faculty members play an essential role in ensuring that students with disabilities receive a quality postsecondary education. Many factors influence the willingness of faculty to provide quality services. The purpose of this survey study was to identify these influential factors through a structural equation modeling model. Findings indicate that faculty personal beliefs have the most direct influence on provision of reasonable accommodations; knowledge of legal responsibilities and perceived institutional support directly influence personal beliefs. Suggestions for training programs and interventions are made to improve faculty personal beliefs and enhance their provision of accommodations and support to students with disabilities.