Alghazo, R. (2008). Disability attitudes of postsecondary faculty members and perspectives regarding educational accommodation (Publication No. 3310998) [Doctoral dissertation, Southern Illinois University at Carbondale]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304474773

Southern Illinois University at Carbondale, Doctor of Philosophy in Rehabilitation; ProQuest document ID 304474773

Accommodations were not specified but were broadly discussed. Postsecondary faculty members' perspectives on disability and on the provision of accommodations to students with disabilities were investigated. Ten types of accommodations were addressed within one of the educator surveys (GACEA): exam accommodations such as extended time or alternative format; assistive technology, alternative instructional materials, classroom flexibility pertaining to scheduling, learning aids, special administrative privileges such as course registration access, course substitution, disability-specific needs such as classroom adjustments, referral to university support services such as tutoring, and different grading criteria. Exam-related accommodations information was emphasized in this summary.

Faculty members from the University of Mu'tah (n=171) in Jordan and from Southern Illinois University at Carbondale (SIUC; n=122) in the United States responded to and completed an educator survey. The total number of respondents was 293. Demographic and other information on respondents included sex, age, faculty rank, the academic college where they taught, and number of years they have taught. In order to ensure comparability between the two universities, faculty members were recruited within four sets of disciplines: arts, business/engineering, education, and sciences. Each university's faculty employment population was also described.

Faculty attitudes toward disability and toward accommodations for students with disability were measured by the Scales of Attitudes toward Disabled Persons-Form R (SADP-R; Antonak, 1988, 1992) and the General Attitudes toward College Educational Accommodations scale (GACEA; Upton, 2000). The SADP-R had 24 items with a 6-point rating scale, composed of disability knowledge, frequency of contact (with students with disabilities), and intensity of contact. The GACEA had 8 items with a rating scale of 0–4, composed of attitudes toward accommodations in general, and views on the fairness of sets or types of accommodations in particular.