Foss, J. J. (2002). Attitudes and accommodation practices of university health professions faculty toward students with learning disabilities (Publication No. 3083992) [Doctoral dissertation, University of Florida]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304806055

University of Florida (Gainesville, FL); ProQuest document ID: 304806055

Extended time, alternate testing locations, alternate examination formats, tape recorded exams, sharing lecture outlines, and alternate assignment formats were the accommodations discussed in faculty member feedback of this study. Additionally, attitudes toward students with learning disabilities, as well as accommodation practices of these university faculty in a health profession program were examined.

Electronic survey invitations were sent to university faculty of professional occupational therapy (OT) programs in the U.S. The recipients of this survey were compiled through a national search of faculty email addresses from all accredited occupational therapy programs. The university faculty included in this study were from institutions of varying sizes and locations and ranged from teaching to research institutions.

The survey contained 37 questions and covered five primary areas: background information, classroom experience with students with learning disabilities, current practices surrounding accommodations and their willingness to provide specific accommodations for students, judgements of career preparation and fairness of accommodations, and faculty interests and suggestions.

Findings revealed that faculty were most willing to implement additional time and alternate testing locations, while less willing to provide alternate exam formats or oral or tape recorded exams. Responses indicated that faculty members would be favorable to requests for tape recorded classes, sharing copies of lecture outlines, and their PowerPoint presentations. Faculty responded that they were less willing to assist students individually with written papers and the least willing to provide alternate assessment formats. Overall, faculty members in this study felt strongly that students with learning disabilities should be admitted to OT programs and that academic modifications and accommodations should be made. The faculty also indicated that accommodations surrounding exams were fair, despite varying levels of belief in effectiveness of accommodations.