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Download full textEmily Tarconish; Sally Scott; Manju Banerjee; Allison Lombardi – Journal of Postsecondary Education and Disability, 2023
Universal Design (UD), a theory that encompasses a proactive approach to accessibility and inclusion, has spread from its roots in architecture and product design to a host of applications including educational contexts. Over more than two decades, applications of UD in postsecondary settings have undergone exponential growth. In this theoretical…
Descriptors: Usability, Teaching Methods, Learning Processes, Diversity
Tarconish, Emily; Lombardi, Allison; Taconet, Ashley – Journal of Postsecondary Education and Disability, 2023
Students with disabilities are a rapidly growing population in postsecondary education, estimated to be approximately 19.4% of undergraduate students (U.S. Department of Education, 2019). However, many postsecondary faculty members are unaware of the issues that students with disabilities experience and are not confident in how to teach diverse…
Descriptors: Students with Disabilities, Video Technology, Inclusion, Faculty Development
Beaulieu, Catherine; Larose, Simon; Heilporn, Géraldine; Bureau, Julien S.; Cellard, Caroline; Janosz, Michel; Châteauvert, Geneviève Boisclair – Journal of Postsecondary Education and Disability, 2022
The rise in numbers of postsecondary students who require adapted services underscores the need for inclusive teaching practices to help students with disabilities adjust and succeed. Despite the growth in studies on this topic, quantitative data are lacking on the prevalence of these practices in high school and college, and their predictive…
Descriptors: Teaching Methods, Inclusion, Students with Disabilities, College Students
Hsiao, Feilin; Burgstahler, Sheryl; Johnson, Terri; Nuss, Daniel; Doherty, Michael – Journal of Postsecondary Education and Disability, 2019
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…
Descriptors: Educational Environment, Students with Disabilities, Faculty Development, Access to Education
Lombardi, Allison; McGuire, Joan M.; Tarconish, Emily – Journal of Postsecondary Education and Disability, 2018
As increasing numbers of students with disabilities enter higher education, the need for college faculty to adopt inclusive teaching practices intensifies. Professional development (PD) opportunities involving inclusive teaching strategies are a useful way to help instructors develop these skills; unfortunately, many colleges and universities do…
Descriptors: Inclusion, Teaching Methods, College Faculty, Students with Disabilities
Hartsoe, Joseph K.; Barclay, Susan R. – Journal of Postsecondary Education and Disability, 2017
The purpose of this study was to investigate faculty belief, knowledge, and confidence in the principles of Universal Design for Instruction (UDI). Results yielded statistically significant correlations between participant's belief and knowledge of the principles of UDI. Furthermore, findings yielded statistically significant differences between…
Descriptors: Access to Education, Disabilities, Correlation, Statistical Analysis
Gibbons, Melinda M.; Cihak, David F.; Mynatt, Blair; Wilhoit, Brian E. – Journal of Postsecondary Education and Disability, 2015
Postsecondary education for students with intellectual disabilities and autism is a new frontier in higher education. As more programs are developed, information is needed regarding the attitudes of college faculty and students about having these students on campus. This study surveyed university faculty (n = 152) and students (n = 499) about…
Descriptors: College Faculty, College Students, Postsecondary Education, Attitudes toward Disabilities
Gawronski, Michael; Kuk, Linda; Lombardi, Allison R. – Journal of Postsecondary Education and Disability, 2016
This study examined community college faculty (n = 179) and student (n = 449) attitudes and actions toward inclusive teaching practices based on tenets of Universal Design. Two online surveys, the Inclusive Teaching Strategies Inventory (ITSI) and the Inclusive Teaching Strategies Inventory-Student (ITSI-S), were administered at a medium-sized…
Descriptors: Inclusion, Access to Education, Community Colleges, Two Year College Students
Lombardi, Allison; Vukovic, Boris; Sala-Bars, Ingrid – Journal of Postsecondary Education and Disability, 2015
Across the globe, students with disabilities have been increasing in prevalence in higher education settings. Thus, it has become more urgent for college faculty to have a broad awareness of disability and inclusive teaching practices based on the tenets of Universal Design. In this study, we examined faculty attitudes toward disability-related…
Descriptors: College Faculty, Higher Education, Foreign Countries, Disabilities
