interpretive phenomenological analysis of community college faculty experience teaching students with disabilities

• Online Access: http://hdl.handle.net/2047/D20398321

The proportion of students with disabilities in the postsecondary classroom has been growing, a trend that heavily impacts faculty and their teaching. The purpose of this study is to examine how community college faculty experience teaching students with disabilities. Current literature suggests faculty feel under-prepared for and lacking support in three key areas: (a) knowledge about disability law and faculty legal obligations, (b) inclusive methodologies and interpersonal skills, and (c) the negative impact of biased perceptions and attitudes about students with disabilities. Kegan's constructive-development theory helps conceptualize how adult developmental capacities shape and make meaning of daily experience, personal and professional. Given the increasing rates of students with disabilities in the postsecondary classroom, it could be useful for faculty developers to have perspective about how faculty understand their teaching selves, the differences in those understandings, and how those understandings influence their instruction with respect to students with disabilities. The research question asks, How do postsecondary faculty at community colleges make sense of their preparation and support to teach students with disabilities? Findings from the study are intended to provide additional insight and tools with which to support community college faculty in complex teaching contexts. Keywords: college students with disabilities, poverty and disability, faculty attitudes, postsecondary education and disability, disability support services, disability and transition, future faculty programs, personnel preparation, adult development, professional development