Instructional accommodations: Impact of conventional vs. social constructivist view of disability

Abstract

Abstract: This study examined the relationship between university faculty members ’ perspectives on students with special learning needs and their views on providing accommodations. Findings demonstrate that professors who view students with disabilities from a conventional, deficit perspective feel ill-equipped to provide necessary accommodations. Professors who hold a social constructivist view of disabilities view all learners, including those with identified needs, on a continuum and see accommodations for special learners as being an extension of their good teaching. Implications for faculty development and increased use of universal instructional design are discussed.

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