The Impact of a Professional Development Institute on Faculty Members' Interactions with College Students with Learning Disabilities
Abstract
Individuals with learning disabilities are attending postsecondary institutions in rapidly growing numbers. However, they often encounter a variety of difficulties on campus, both in and out of the college classroom. One potentially fruitful avenue for improving the quality of the college experience for students with learning disabilities is to increase understanding and awareness among faculty members. In this article, we describe one such program, the Access to Quality Higher Education Project, at Kent State University. The project has provided resources, support, and training to three cohorts of 20 faculty members across three years. Participants rated the project, especially the week-long professional development institutes that are the cornerstone of the project, and its impact on their interactions with college students with disabilities and other university professionals about college students with disabilities positively. The reflections of five participating faculty members regarding the impact the project had on them and their interactions with college students with learning disabilities are presented.
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