Murray, C., Wren, C. T., & Keys, C. (2008). University faculty perceptions of students with learning disabilities: Correlates and group differences . Learning Disability Quarterly , 31 (3), 95–113. https://doi.org/10.2307/25474642

Accommodations were not specified but were broadly discussed. The attitudes, beliefs, and practices of postsecondary faculty with regards to students with learning disabilities were examined.

Faculty members (n=192) from a large urban postsecondary institution participated. Of these participants, 48% were tenured , 26% were tenured track, 23% were full-time, one-year positions, 6% were adjunct faculty, and 3% were in clinical positions.

A survey was administered to examine the attitudes, beliefs, and practices of faculty towards students with learning disabilities. Examples of topics covered in the survey include willingness to provide major accommodations, willingness to provide exam accommodations, fairness and sensitivity, and knowledge of learning disabilities.

Faculty who reported greater fairness and sensitivity were more willing to provide students with accommodations. Having knowledge of learning disabilities increased the likelihood of faculty to engage in personal action such as inviting disclosure and providing accommodations. Finally, faculty were more willing to provide students with minor accommodations (e.g., allowing extended time on exams) than major accommodations (e.g., reducing overall course readings).