Analyzing Disability Accommodation Statements
Abstract
Studies have indicated that the willingness of faculty members to accommodate students with disabilities differs according to
academic discipline and instructor gender. The authors examined the attitudes of faculty members toward students with disabilities as reflected in course syllabi to discern instructor willingness to accommodate these students. Through coding and analyzing disability accommodation statements in syllabi from three colleges—education, engineering, and business—at a large Southwestern university, the authors found evidence to support the findings of previous research. Specifically, the accommodation statements of female faculty appear to be longer and more accurate than those of male faculty, while the statements of Education faculty appear to be longer and more accurate than those faculty in Engineering and Business.
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