Faculty Attitude toward Accommodations for College Students with Learning Disabilities

For program-planning purposes, faculty at a small public university were asked if they would make 23 accommodations to students with documented learning disabilities. Accommodations focused on instructional, assignment, and examination modifications. Special assistance and academic policy/procedural alterations were also examined. Data were analyzed using chi-square goodness-of-fit tests to determine the significance of responses on the questionnaire. Results shewed that faculty were willing to make adjustments that would help the learning disabled students compensate for their disabling/handicapping condition. Statistically significant results were obtained for all but one accommodation. When accommodations would not be permitted by faculty, it was generally because these adjustments differed too much in degree from the standards held for all students. Implications, future research, and recommendations based on these findings are discussed.