May, K. G. (2013). Assessing faculty knowledge of disability-related law and providing academic accommodation (Publication No. 3643785) [Doctoral dissertation, Villanova University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1636219501

Villanova University (Villanova, PA); ProQuest document ID: 1636219501

The researcher surveyed postsecondary nursing faculty members about their knowledge, attitudes, and practices regarding academic accommodations, offering examples such as those provided during course examinations like extended time and verbal responses, as well as those provided in the classroom setting.

Faculty members (n=231) at 34 Pennsylvania (U.S.) undergraduate nursing programs were respondents to a set of surveys. Demographic data, such as age and gender, and other employment experience details were also reported.

Participants responded to surveys including The Assessment of Faculty Attitudes and Beliefs Toward Accommodation for Students with Disabilities (AFABTASD) and the Assessment of Faculty Knowledge of the Americans with Disabilities Act of 1990 Policies and Guidelines survey.

Twenty-one percent of nursing faculty respondents achieved a passing score (18 of 23 items correct) in their knowledge about the Americans with Disabilities Act (ADA); the group's mean score was about 14.5 out of 23 items. Faculty respondents, on average, indicated slightly positive (1.3 on a scale of -3 to +3) attitudes toward, and slightly positive (1.6) intent about, providing accommodations to students with disabilities. A moderate mean positive correlation was found between knowledge scores and attitude scores, and a nonsignificant mean correlation was found between knowledge scores and intent scores. Correlational analyses were also completed for demographic and experience and knowledge and attitude, showing a slightly more positive attitude toward students with disabilities by female faculty than male faculty, a nonsignificant relationship between years of experience and knowledge, and a weak positive relationship between years of experience and attitudes toward students with disabilities. Ninety percent of respondents had worked with nursing students with disabilities during the three years prior to the survey. More than half of the respondents reported not having received training about academic accommodations. About two-thirds of respondents indicated that the institution's disability services office was their resource for accommodations information. Limitations of the study were reported, and future research directions were suggested.