Khouri, M., Lipka, O., & Shecter-Lerner, M. (2022). University faculty perceptions about accommodations for students with learning disabilities . International Journal of Inclusive Education , 26 (4), 365–377. https://doi.org/10.1080/13603116.2019.1658812

Faculty members' willingness to provide accommodations to students with learning disabilities (LD) at a post-secondary institution in Northern Israel was examined. Accommodations included the provision of a copy of lecture notes, allowing for the recording of lectures, allowing additional time for class assignments, extended time for exams, the provision of an exam room with reduced distractions/different test setting, and the assistance of a reader.

Fifty-three faculty members from a large public university in Northern Israel participated. Twenty-five were Arabic speakers, and 28 were Hebrew speakers. The majority of participants were male and held doctoral degrees.

The Faculty Willingness to Provide Accommodations questionnaire, developed by Leyser and Greenberger (2008), was used to determine the faculty members' willingness to provide accommodations. This measure consisted of 28 items categorized into three factors: providing instructional accommodations, providing technical accommodations, and providing examination accommodations. Additionally, the open ended question "How can faculty members help LD students in postsecondary institutions" was asked.

Faculty members indicated high willingness to provide students with instructional, technological, and test accommodations overall. Hebrew-speaking faculty were more willing to provide technical accommodations than were Arabic-speaking faculty members. These differences between language groups were not observed for instructional and technical accommodations.