Literature Review

Journal of Postsecondary Education and Disability, 25(4), 309 – 329 309

A Campus Survey of Faculty and Student Perceptions of Persons with Disabilities

Kerrie Q. Baker Kathleen Boland

Christine M. Nowik Cedar Crest College

Abstract A positive classroom climate is essential to the success of students with disabilities in higher education. In a study of 268 students and 76 faculty members at a small liberal arts women’s college in eastern Pennsylvania, participants responded to statements about students with disabilities. Findings indicate that faculty and students perceive the classroom climate differently, with faculty members describing the campus as more welcoming, inclusive, and supportive than students. Faculty and students agree that students with disabilities are capable of achieving success in the classroom and that faculty members are willing to provide classroom accommodations. Students indicate discomfort with sharing their disabilities with faculty members, however, indicating a need for increased and ongoing faculty development in best practices for creating a supportive classroom climate for students with disabilities.

Keywords: Disabilities, classroom climate, higher education, perceptions

Students with disabilities are increasing in numbers in higher education. The implementation of federal legislation and factors such as a demand for a better educated workforce and improved overall conditions to accommodate students are attributed as factors in these growing numbers (Hergenrather & Rhodes, 2007; Kiuhara & Huefner, 2008). Subsequently, faculty and students are challenged to provide an atmosphere that is supportive and encourages academic success. However, there is still some concern that faculty may hold preconceived stereotypes that can be a barrier to a student’s success. The label of disability may influ- ence faculty members’ expectations of students and there may be a general lack of sensitivity to the needs of students identified as having a disability (Houck, Asseline, Troutmer & Arrington, 1992). Although the research has suggested that faculty members are supporters of students with disabilities, there is much to understand in terms of the overall climate at the college level. The prevailing characteristics of the environment (climate), particularly in the classroom, affect students’ success, especially for students with

disabilities (Hall & Sandler, 1999). The area of sensi- tive and supportive environments needs to be further explored as the academic progress of students with disabilities is significantly affected by the attitudes of faculty and their willingness to provide accommoda- tions, both of which contribute to classroom climate (Wolman, Suarez McCrink, Figueroa Rodriquez, & Harris-Looby, 2004).

College and university settings are the primary ways for students to gain access to knowledge and faculty are directly responsible for understanding this student population. Students may question the need to disclose their disability in order to receive accommodations if the classroom climate is not viewed as a favorable one (Kiu- hara & Huefner, 2008). Academic success for students with disabilities is therefore significantly affected by the attitudes of faculty and their willingness to provide ac- commodations (Wolman et al., 2004). Further, students’ perceptions of their fellow classmates and subsequent acceptance and support of those who are different from themselves are important to their satisfaction with and success in the college environment.

 

 

Journal of Postsecondary Education and Disability, 25(4)310

Review of the Literature The classroom climate and student success are

strongly influenced by faculty members’ willingness to provide accommodations for students with dis- abilities (Baggett, 1994; Fonosche & Schwab, 1981). Consistently, research demonstrates that faculty mem- bers are willing to provide teaching accommodations such as permission to record lectures, extended time for projects and assignments, and extended test time (Houck et al., 1992; Mathews, Anderson, & Skolnick, 1987; Vogel et al., 1999). However, faculty members are less willing to provide classroom accommodations such as copies of lecture notes, alternative assignments, and extra credit, and are unwilling to make exceptions for poor spelling and grammar on exams or provide an alternate form of an exam (Houck et al., 1992; Mathews et al., 1987; Vogel, Leyser, Wyland, & Brulle, 1999). Students have reported that faculty members are often unreceptive to requests for accommodations and lack information about the impact of disabilities in the classroom, both of which influence the overall climate for students with disabilities (Farone, Hall, & Costello, 1998; Houck et al., 1992).

The classroom climate is further compromised for students with disabilities when the obstacles they face in the accommodations process is the result of a lack of faculty knowledge regarding disability law. Dowrick, Anderson, Heyer, and Acosta (2005) found that students experience difficulty in securing basic accommodations such as room changes for students who use wheelchairs and appropriate text formats for students with low vision as a correlate to low faculty knowledge about legal re- quirements for disability accommodations. Importantly, student perceptions of faculty knowledge of disabilities and receptiveness to disability accommodations are significant factors in influencing students to seek the additional disability support that could improve their achievement and degree completion. In fact, negative interactions with faculty resulted in students’ unwilling- ness to pursue support in a study by Harman-Hall and Hagga (2002), while positive reactions from faculty inspired students to seek out resources. In the same study, peer reactions/interactions were found to have no effect on student decision-making related to accessing additional disability support. This finding indicated that the nature of student/faculty interaction is a significant factor in students’ decisions to secure additional support for a disability as well as an important factor in class- room climate for students with disabilities.

The tenor of the interaction between students and faculty can be affected by the nature of students’ dis- abilities, as faculty reported more negative attitudes toward accommodating students with psychiatric and attention disorders than toward students with obvious physical or learning disabilities (Hindes & Mather, 2007). In the same study, faculty members report that providing accommodations for students adds an extra layer of responsibility to their heavy loads and potentially compromises the quality of the learning environment. Faculty members’ willingness to provide accommodations to all students with documented dis- abilities contributes to a positive classroom climate, as does student perception of such willingness.

Classroom climate is affected by faculty expecta- tions as well. Houck et al. (1992) reported on faculty members’ belief that a learning disability can limit a student’s pursuit of certain majors and probability of degree completion. In nursing, faculty members express low expectations that students with learning disabilities will become successful nurses, often citing patient safety as a concern despite the lack of evidence that patient safety has ever been jeopardized by a nurse with a disability (Sowers & Smith, 2004). Low expec- tations often result in low student performance and are a barrier to success (Dorwick et al., 2005). Expecting high achievement and quality work from all students are ways to improve the classroom climate for students with disabilities.

Faculty disposition toward students with disabili- ties is another important factor in the overall classroom climate, and according to several studies, most fac- ulty members demonstrate a positive attitude toward students with disabilities (Fonosch & Schwab, 1981; Hengst, 2003; Kelly, 1984). It should be noted that one study by Minner and Prater (1984) reported that faculty viewed students with disabilities unfavorably when compared with students without disabilities. In some studies, faculty exhibited behaviors that can com- promise the classroom climate for students with dis- abilities, such as directing negative statements toward students about their disabilities and accommodations or questioning the legitimacy of the student’s request for accommodations (Beilke, 1999; Jensen, McCrary, Krampe, & Cooper, 2004; Kurth & Mellard, 2006).

It can be surmised that faculty members’ views of students are influenced by their knowledge of disability issues and familiarity with people with disabilities. Faculty report a desire for more information on the im-

 

 

Baker, Boland, & Nowik; Perceptions of Persons with Disabilities 311

pact of disabilities in the classroom (Houck et al., 1992). Many faculty report limited training in and exposure to issues related to disabilities in higher education (Leyser et al., 2000). Backels and Wheeler (2001) report that faculty members are unsure of their options related to extending flexibility and making referrals for students with mental health issues. Sowers and Smith (2004) also indicate that faculty members likely find working with students’ hidden disabilities such as mental health, learning, and attention disabilities more challenging than working with more apparent physical disabilities. Additionally, when faculty members feel supported by their departments in their teaching of students with dis- abilities, they report feeling that accommodations are typically easy to implement, thus improving overall classroom climate (Bourke, Strehorn, & Silver, 2000).

Institutional support for faculty members teaching students with disabilities is imperative in improving the classroom climate for students with disabilities, and ongoing training is a significant piece of that support. In fact, research demonstrates that educating faculty members on disability issues increases their knowledge of disability law, awareness of the impact of disabilities, and willingness to provide accommodations (Bigaj, Shaw, & McGuire, 1999; Murray, Lombardi, Wren, & Keys, 2009; Sowers & Smith, 2004). Increasing faculty education and awareness clearly leads to an improved classroom climate for students with disabilities.

Adding to the existing body of research on class- room climate for students with disabilities, the present study was conducted to examine attitudes and percep- tions of persons with disabilities on a college campus. It was expected that faculty and students would differ in their perceptions of persons with disabilities, wherein faculty would be accepting and accommodating while other students would not be as accepting of others un- like themselves. Further, responses from students with disabilities were expected to provide insight into their life on a college campus. Specifically, the three major hypotheses of the study were as follows:

1. There is no difference in faculty and student perceptions of persons with disabilities.

2. There is no difference in faculty and student perceptions of students with disabilities in the collegiate classroom.

3. Students with disabilities do not perceive dif- ferent treatment by faculty and other students in the collegiate classroom.

Method

Participants In Fall 2009, a convenience sample of approxi-

mately 400 faculty and college students from a small liberal arts women’s college in eastern Pennsylvania participated in this study. All college faculty and stu- dents received an email that introduced and explained the purpose of the study. To participate, everyone was invited to complete an online survey. They were told their participation was voluntary, their responses were confidential and anonymous, and that the survey was approved by the College’s Institutional Review Board. Two follow-up reminder emails were sent to the cam- pus community.

There was a 75% response rate for faculty and a 22% response rate for students. Of the 76 faculty who responded to the demographic questions on the survey, 70% were females, 60% taught at the college for six or more years, 69% taught full-time, and 26% had tenured status. Approximately 31% of the faculty taught in the natural sciences, 26% taught in profes- sional certification programs (i.e., Nursing, Social Work, Nutrition, Education), 17% taught in the social sciences, and approximately 26% taught in either the arts and performing arts area or humanities area. Not all of the student respondents answered the demographic questions on the survey. Of the 268 students who did respond to the demographic questions, 62% were traditional students (ages 18-22 years) and 38% were lifelong learning students (ages 23 and above years). Approximately 96% of the student respondents were females, and 83% were Caucasians. The breakdown by class was 15% freshmen, 15% sophomore, 31% junior, 34% senior, and 5% graduate. These students majored in a variety of programs, 54% lived off cam- pus, and 62% took over 13 credits that semester. Of 232 students who responded to the disability question, 53 (22.8%) reported having some sort of disability which is representative of the 55 registered students with disabilities at the college. However, no attempt was made to identify the students with disabilities prior to the administration of the survey.

Materials There were two different versions of an online

survey; one for faculty and one for students. In both versions, many of the same questions were asked of both populations so that direct comparisons could be

 

 

Journal of Postsecondary Education and Disability, 25(4)312

made. The first question for both populations asked their opinion on the overall climate at the college for students with disabilities. The second section for both populations contained 10 items on their beliefs about students with disabilities that were rated on a 5-point Likert scale where 1 equaled “strongly disagree” and 5 equaled “strongly agree” and identical versions of the questions were used in almost all sections described in this paragraph. Examples of items in this section included, “I think that all students with disabilities have learning problems” and “All students with disabilities receive accommodations to meet their needs in the classroom.” The third section focused on inclusion in the classroom and contained seven items. An example item from this section is, “Teachers focus more on students with disabilities than the rest of the class.” The fourth section, containing two items, focused on capabilities. An item such as, “How capable are students with disabilities of meeting the demands of your academic major?” was found in this section. The fifth section, that was common to both populations, contained seven items focusing on student reactions to those with disabilities. Respondents used the same 5-point Likert scale to respond to items such as, “Other students think that students with disabilities receive more than their fair share of college provided services.” The last section asked about respondents’ familiarity with people with disabilities.

In the faculty survey, there was also a separate section designed to gather beliefs about students with disabilities, willingness to make accommodations, and related issues. All of these items were rated on a 5-point Likert scale where 1 equaled “strongly disagree” and 5 equaled “strongly agree.” It should be noted that the survey was not designed to assess faculty members with disabilities, due to the low number of available individuals on campus who would fit that category.

Assignment Field Experience D: Writing Activity And Literacy Post-Assessment

v

Part 1: Revised Lesson Plan

Working with your certified general education teacher, analyze data from the pre-assessment given to your identified small group as part of your Field Experience C assignment.

Revise the writing portion of your completed lesson plan from your Field Experience C assignment after determining how to use the data to develop further strategies or interventions to support learning needs.

Share your revised writing activity with your certified general education classroom teacher to discuss changes made based on pre-assessment data. With your small group, review the previous lesson’s reading comprehension and vocabulary concepts, and then teach the writing activity. Upon completion of the writing portion of the lesson, use the pre-assessment to post-assess students.

Part 2: Lesson Reflection

In 250-500 words, summarize and reflect upon instructional choices, lesson delivery, as well as pre- and post- assessment data. Rationalize your instructional choices and identify successes of lesson plan delivery as well as areas of potential growth.

In addition, reflect on pre-assessment and your checks for understanding to determine improvement of content based on delivery of instruction. Identify results and changes you hope to make for future assessments. Be sure to explain how you will use your findings in your future professional practice.

Submit your revised lesson plan and reflection as one deliverable.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.

image1.png GCU College of Education

LESSON PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Name:

 

Jason Duesler
Grade Level:

 

1st
Date:

 

2/21/2019
Unit/Subject:

 

Literacy Pre-Assessment And Lesson Plan
Instructional Plan Title: Vocabulary

 

Lesson Summary and Focus: The lesson plan tends to provides teachers with an introductory of the overview of the lesson to the unit on enhancing the descriptive of the writing, Vocabulary, Speaking. The lesson plan takes into account the fact of having different learners and learning differently, therefore assimilate Howard Gardner’s theory of multiple intelligences approach. The lesson plans to include some of the resources that could be used in the classroom, and allow teachers the elasticity to jerk it to care for the need of their students.

 

Classroom and Student Factors/Grouping: There are some factors, in this case, it should address in order to put the classroom in the ongoing learning activities.

I should find and know the student who is new to the environment and make them feel comfortable. The students who speak other languages that I cannot understand therefore I will look for a bilingual person that can help him to understand the concept and help me to deliver for him to help me curb the diverse issues in the classroom. Some student with mental or physical disabilities must be notices and the learning time should be extended to them in order to make them being accommodated like others.

This will make them adjust the timetable schedule and also bring some tools for aid in the classroom.

 

National/State Learning Standards:

The standard of the focus for the lesson being presents are College, Career, and Civic Life (C3) Framework for Social Studies State Standards.

Some of the standards are that social studies make the nations young for the colleges and even to careers and civic life. The inquiry becomes one of the most fundamental of social studies.

· Social studies are composed of deep and durable understandings, concepts, and skills from various disciplines.

Include the standards with the performance indicators and the standard language in its entirety.

· construct critical thinking, problem-solving, and participatory skills to become occupied citizens

· Align academic programs to the Common Core State Standards for English Language Arts and Literacy in History

 

Specific Learning Target(s)/Objectives: The audiences, in this case, are the students in the university who are pursuing literature in English. The student should be able to;

Identify 2-4 types of imagery as used to illustrate some scene/person/object

Statement on the imagery/word choice in terms of the effect created

Center on and analyze the effect of the word choice made by an author in a given passage

Use language obtained or by referring to the toolkit to create a short piece.

Conditions of learning to be met I will follow this strategy;

I will ensure the course outline is properly managed

I will ensure that any sign of plagiarisms is managed in the student work.

I will ensure that all lectures are being recorded for the purpose of references.

I shall provide the signing sheet that every student must sign up on attending lectures

 

Academic Language · Abandon- forsake, leave behind

· Abstract-existing only in the mind

· Accompany-go or travel along with

· Advocate-argue in favor of

· Allocate-set apart for the purpose

· Alter-cause to change

· Annual-occurring every year

I would like to encourage the students to read some diverse text that seeks to improve their learning academic language.

I will help the student to translate from the academic to social language thus improving their vocabulary.

To help the students by introducing the dynamical academic vocabulary.

To aid the students in the diagram of similarities and differences of the academic language.

 

Resources, Materials, Equipment, and Technology: 1. iTunes audio of sea waves

2. Extract from Roald Dahl’s, “Charlie and the Chocolate Factory”

3. Pictures of a haunted house, market scene, garden, zoo.

4. Projector, A4 sheets, and colored pens

5. Descriptive writing toolkits

 

Section 2: Instructional Planning

Anticipatory Set

I will use music songs that contain the various vocabularies that am going to teach and ask the students to develop their different songs from mine.

I will, therefore, record their responses on the whiteboard as I wait for more responses.

I will also use some charts that contain the vocabularies to be taught.

 

Time Needed10 minutes
Multiple Means of Representation

I will use the iTunes audio of the sea waves to ensure all the students’ listen to me even those that are blind.

I will use the guided notes that are to ensure every student remains within the scope of the concept being delivered

Explain how you will differentiate materials for each of the following groups:

· English language learners (ELL):

I will use the curriculum that focused on the content to allow the student to grasp learning essential without confusion and frustrations.

I will ensure the content is delivered in a chunk to take little to digest and allow more time to the student use to further their knowledge on the concept.

I will try to give the knowledge backgrounds of which with sometimes add native language to support and allow the ELLs to tie new information to something that is familiar.

I will have to define some main multiple-meaning words, vocabulary and figurative language to help this group.

I will also use audio and visual supports.

· Students with special needs:

I will use the multi-sensory approach that will enable some of them to exploit areas where they have strengths and make them learn in a proper way.

I will try to embrace peer coaching system that will make their peers help them grasp the concepts during class time.

I will ensure that I take some more time with them to enable them to address their difficulties at the moment of studies and even after.

I can also use a strong visual component because a student who cannot read they always find the pictures and symbols more appealing to understand.

· Students with gifted abilities:

I will try to ask some high questions level that makes them attain more skills.

I will give them advances in learning materials to boost their knowledge

I will provide the test for them of the high level of thinking

· Early finishers (those students who finish early and may need additional resources/support)

I will make them come up with a complete job cards

I will tell them to finish some uncompleted assignment

 

Time Needed30 minutes
Multiple Means of Engagement

I will use collaborative group work that will enhance diverse skill learning outcomes.

I will expose the student the structured discussions that will guide them and make them improve on their language.

Explain how you will differentiate activities for each of the following groups:

· English language learners (ELL):

I will give them the mandate to create the keywords and vocabulary charts.

I will encourage them to establish the use and presence of the objects and real-world examples

· Students with special needs:

I will add them more time in order for these students to complete their work properly.

I will give them the opportunity to make things of their interest

· Students with gifted abilities:

I will give them some of the activities of which are of high levels due to their high level of thinking.

I will mandate this group with the creation of the graphic organization of the story.

· Early finishers (those students who finish early and may need additional resources/support):

I will typically have an assignment for students each quarter or semester that involves a book they choose and do some sort of report or project over, so everyone should have a book all the time. Also, I generally have weekly vocabulary tests, so there is always the option to study vocabulary if a student has a few extra minutes. I like your idea of differentiated activity packets, though, and that’s something I never thought about.

 

Time Needed

1hr

Multiple Means of Expression

The students will be required for multiple choices answers in the class that comes from the learning and teaching activities that have occurred.

The students will also be required to answer some questions verbally when the teacher asked this shall make the teacher try to reinforce places of weaknesses of the various groups in the classroom.

Explain how you will differentiate assessments for each of the following groups:

· English language learners (ELL):

I will encourage the reading the partner

I will recommend the retelling of the stories

I will tell them to give an oral report to all class

· Students with special needs:

Through collaborative activities, one may notice the strength and major on it.

Mandate them with the sorting of pictures and graphics and tell them to write them on new materials.

· Students with gifted abilities:

I will honor and allow their interest in exploration

I will allow the students to take charge of their learning activities.

· Early finishers (those students who finish early and may need additional resources/support):

Due to their early finishing power, their assessment will be done on the criteria whether they have done the work very relevant.

 

Time Needed

1hr

   
Extension Activity and/or Homework

The home task can help these learning groups in achieving the learning outcomes as portrayed in the objectives. The homework task usually broadens the student’s mind and makes them conceptualize the concepts as needed by the tutor. Through the homework students with disabilities can be able to catch up with others

. As required by your instructor, attach any copies of homework at the end of this template.

 

Time Needed 10minutes

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Exploring Ethical Dimensions of Online Learning”

Exploring Ethical Dimensions of Online Learning” Please respond to the following:

  • From the e-Activity, analyze two ethical issues facing institutions that deliver online courses for credit and propose at least two ways to alleviate the potential challenges they present in an online class in your current or future instructional environment.
  • Consider some of the ethical and emotional issues that offensive language, graphics, and topics could raise in online learning environment. Recommend at least three guidelines for use of language, graphics, topics, and formatting to promote respect for one’s peers in online classes or online communication by students in on-ground classes. Provide a rationale for your recommendations.

What is it about his tone that caused people to have a negative response to his message?

Your friend posted a message on Instagram that makes extremely rude comments about the president of the United States. In the message, he used profanity and images of animals to get his point and feelings across. In response, thousands of people are making negative comments about his post.

  • What is it about his tone that caused people to have a negative response to his message?
  • What advice would you give him to improve his message? Make sure to explain your answer.