Are we ready: Faculty perceptions of postsecondary students with learning disabilities at a historically Black university. Banks, J. Journal of Diversity in Higher Education, 12(4):297–306, December, 2019. Publisher: Educational Publishing Foundation![Are we ready: Faculty perceptions of postsecondary students with learning disabilities at a historically Black university [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex Drawing on previous studies, this article examines faculty beliefs, attitudes, and perceptions of students with learning disabilities at a historically Black university. Surveys were distributed to 150 faculty members to explore their understandings of Americans with Disabilities Act, use of accommodations, knowledge of learning disabilities, and perceived willingness to implement instructional accommodations. The faculty members surveyed demonstrated overall positive perceptions in their willingness to personally invest in supporting students with learning disabilities. Faculty members demonstrated neither positive nor negative attitudes regarding the implementation of major accommodations. Results have implications for further research about college context and college persistence for racially/ethnically diverse postsecondary students with learning disabilities and professional development for university faculty members. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
@article{banks_are_2019,
title = {Are we ready: {Faculty} perceptions of postsecondary students with learning disabilities at a historically {Black} university},
volume = {12},
issn = {1938-8926},
url = {http://ezproxy.lib.usf.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2019-10556-001&site=eds-live},
doi = {10.1037/dhe0000100},
abstract = {Drawing on previous studies, this article examines faculty beliefs, attitudes, and perceptions of students with learning disabilities at a historically Black university. Surveys were distributed to 150 faculty members to explore their understandings of Americans with Disabilities Act, use of accommodations, knowledge of learning disabilities, and perceived willingness to implement instructional accommodations. The faculty members surveyed demonstrated overall positive perceptions in their willingness to personally invest in supporting students with learning disabilities. Faculty members demonstrated neither positive nor negative attitudes regarding the implementation of major accommodations. Results have implications for further research about college context and college persistence for racially/ethnically diverse postsecondary students with learning disabilities and professional development for university faculty members. (PsycINFO Database Record (c) 2019 APA, all rights reserved)},
number = {4},
journal = {Journal of Diversity in Higher Education},
author = {Banks, Joy},
month = dec,
year = {2019},
note = {Publisher: Educational Publishing Foundation},
keywords = {Accommodation (Disabilities), African American students, Blacks, College Students, College Teachers, Disability Laws, Educational Personnel, Knowledge (General), Learning Disabilities, School Transition, Teacher Attitudes, college transition, faculty perception, learning disabilities},
pages = {297--306},
}
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