Faculty members' knowledge of postsecondary disability law and disability services
Abstract
The purpose of this study was (a) to assess faculty members' knowledge of disability law and services at Purdue University and (b) to identify differences in their knowledge of disability law and services when grouped by academic school and faculty rank. A survey instrument, Providing Postsecondary Education to Students with Disabilities. A Needs Assessment of Faculty Members at Purdue University, was developed. The survey was sent to all faculty members at Purdue University. Descriptive statistics were used to summarize faculty members' knowledge of disability law and services. These included overall mean scores for: (a) academic schools, (b) faculty ranks, and academic schools by faculty ranks. Further, an item-by-item analysis was compiled to report individual item means and the percentages of faculty members who correctly answered each item. An exploratory factor analysis was conducted to determine whether faculty members' responses to the survey items were consistent with the constructs originally proposed (i.e., disability law and disability services). Results of the analysis showed three constructs, not two, as originally proposed. The constructs were reconceptualized as follows: (a) standards, (b) discrimination, and (c) academic adjustments. A MANOVA was conducted to determine whether faculty members differ in their knowledge of constructs related to postsecondary disability law and services when grouped by academic school and faculty rank. Results showed that faculty members who teach in academic schools requiring fewer hours of science have greater knowledge of constructs related to postsecondary disability law and services. Specifically, it was found that faculty members teaching in schools requiring fewer than 20 hours of science were significantly more knowledgeable of postsecondary disability law and services relating to discrimination. Recommendations for future research and practice were as follows: (a) further research of faculty members' knowledge of postsecondary disability law and services is necessary, (b) faculty members at Purdue University and at other institutions might benefit from training programs designed to increase their knowledge of disability law and services, and (c) the results of this study might serve as a foundation to design faculty training programs about disability law and services specifically for Purdue University.
Degree
Ph.D.
Advisors
Hirth, Purdue University.
Subject Area
Higher education|Law|Special education
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