Lauter, J. A. (2023). Perceptions of educators supporting students with disabilities in community colleges: A narrative inquiry (Publication No. 30427040) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2836142981

Northcentral University (San Diego, CA)

The perspectives of postsecondary faculty members on supports and resources for students with disabilities to improve academic success were investigated; emphasis was placed in this summary on the exam-related accommodation of extended time.

A total of 14 faculty and other educators from community colleges in New Jersey (U.S.) participated. All participants had at least five years of postsecondary work experience, and all had provided instruction to students with disabilities.

The semi-structured interview protocol, after field testing by three experts with postsecondary instruction experience with students with disabilities, sought faculty and staff members' views of the barriers to achievement that students with disabilities have encountered, and the supports and resources needed to improve academic success. Emphasis was placed in this summary on information about exam-related supports and resources.

Postsecondary faculty and staff members reported their observations that students with disabilities have encountered barriers including poor academic readiness, limited awareness of procedures for accessing accommodations at the community colleges, and uneven faculty and institutional support. Many participants noted that they have observed that their community college colleagues lack familiarity with institutional resources including disability services such as exam-related accommodations, and all participants desired additional professional learning opportunities on universal design for instruction and accommodations. While various instructional accommodations were discussed, the exam-related accommodation identified by many participants was extended time. Many participants indicated that extended time on exams was helpful to their students who had disabilities; however, at least one participant reported that students with disabilities did not use the extended time that was offered, despite apparently needing that accommodation.