Vogel, S., Leyser, Y., Wyland, S., & Brulle, A. (1999). Students with learning disabilities in higher education: Faculty attitude and practices . Learning Disabilities Research & Practice , 14 (3), 173–186. https://doi.org/10.1207/sldrp1403_5

This study examined faculty attitude and practices toward providing teaching and examination accommodations for higher education students with learning disabilities (LD).

Instructional faculty members (N=420) from a large doctoral-granting public university in the Midwest (U.S.) participated. 

Respondents completed a survey on their background knowledge about learning disabilities and the relevant legislation, their experience teaching such students, their willingness to provide accommodations, and their judgments about the fairness of providing accommodations.

Survey results indicated that faculty members were slightly more willing to provide teaching accommodations than examination accommodations. Responses to items on instructional accommodations showed that faculty members were most willing to allow students to tape-record lectures and least willing to provide supplementary materials or assignments in alternative forms. Responses to questions on examination accommodations revealed that faculty were most willing to allow extended time for exams and to allow exams to be proctored in the office of support services for students with disabilities. Faculty members were least willing to change the format of examinations. Variables that are suggested to have potentially influenced faculty attitude include teacher age, academic discipline, experience teaching students with LD, years of teaching experience, and professional rank.