Willingness to provide accommodations to students with disabilities : predictors and correlates among AUB faculty

Abstract

The number of students presenting with various types of disabilities in higher education settings has been increasing. These students are typically afforded with reasonable educational accommodations, in order to have a fair advantage to access education. However, the provision of accommodations is hindered by a number of variables that are characteristic of the faculty members, and the students with disability. In Lebanon, and specifically at the American University of Beirut where accessible education is mandated, there is a lack of research regarding willingness to provide accommodations. The current study examined factors that explain willingness of faculty members to provide reasonable accommodations to students with physical, psychological and neurodevelopmental disabilities in a higher educational institution in Lebanon. Results indicated that among all variables, only faculty personal beliefs and attitudes significantly predicted reported willingness. This willingness was also contingent upon the type of disability of the student, whereby mental illnesses were the least favored. Faculty also reported limited in their knowledge about disabilities and legislation, and how to create accessible courses. Findings will be discussed vis-à-vis practical implementations to improve faculty attitudes and accessible education.