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The number of students with documented learning disabilities (LD) enrolled in postsecondary settings has increased steadily over the past 20 years. Providing reasonable accommodations significantly increases the probability of success for these students. The present study investigated the willingness of postsecondary instructors to provide accommodations and alternative courses. Results indicated that instructor willingness to provide accommodations and their support of course alternatives varied as a function of school affiliation (e.g., education, mathematics and science, etc.), rank, and specific accommodation requested. Based on the results of this study and previous literature, programmatic suggestions are provided for facilitating the provision of academic adjustments to student with LD in postsecondary settings. Vignette Number 1 Sarah was well aware of her need for extended time on examinations. Her weaknesses in basic reading skills, reading comprehension, and reading fluency were well documented in middle school and high school. She received extended time on the state exit examination and the SAT. One of Sarah’s first stops when she arrived on campus as a freshman was Disability Services (DS). Disability Services provided her with the letter she needed to obtain extended time on examinations in her courses. Although initially approaching professors with some degree of trepidation, Sarah found that all of her professors were receptive to the requirements stipulated by DS. All of them made the required arrangements while communicating respect for Sarah as a student with equal standing with her peers. Vignette Number 2
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