Measuring faculty attitudes and perceptions toward disability at a four-year university: A validity study

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dc.contributor.authorLombardi, Allison, 1977-
dc.date.accessioned2010-08-03T23:53:26Z
dc.date.available2010-08-03T23:53:26Z
dc.date.issued2010-03
dc.descriptionxi, 114 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.en_US
dc.description.abstractThe primary purpose of this study was to develop and field test the ExCEL survey instrument, intended to measure faculty attitudes toward and perceptions about students with disabilities at four-year colleges and universities. A secondary purpose was to examine how demographic characteristics of the sample and prior disability-focused training experiences influenced these attitudes and perceptions. A cross validation study was conducted using exploratory and confirmatory factor analysis. The exploratory factor analysis (EFA) resulted in an eight factor structure: Knowledge of Disability Law, Fairness, Invitation to Disclose, Willingness to Invest Time, Accessibility of Course Materials, Willingness to Adjust Course Assignments, Satisfaction with Campus Resources, and Willingness to Make Testing Accommodations. The confirmatory factor analysis (CFA) was intended to confirm the factor structure but resulted in an inadmissible solution, potentially due to model misspecification. These findings show initial reliability and validity of the ExCEL survey and suggest item development as a crucial next step in the development process. Follow-up analyses showed minimal differences between faculty according to gender but significant differences according to faculty rank (e.g., tenured, tenure-track, and non-tenure) and department. In addition, group differences emerged according to prior disability-focused training, where faculty who had previous disability-focused training had greater positive attitudes and perceptions toward students with disabilities than did faculty without such training. These results will inform the field about important constructs to consider in instrument development for measuring faculty attitudes and perceptions toward disability, including knowledge of legal mandates and accommodations and knowledge of and willingness to adjust instruction according to the tenets of Universal Design. As well, the findings will inform four-year college and university administrations when planning targeted interventions for faculty members in disability awareness training.en_US
dc.description.sponsorshipCommittee in charge: K Brigid Flannery, Chairperson, Special Education and Clinical Sciences; Deborah Olson, Member, Special Education and Clinical Sciences; Joe Stevens, Member, Educational Methodology, Policy, and Leadership; Douglas Blandy, Outside Member, Arts and Administrationen_US
dc.identifier.urihttps://hdl.handle.net/1794/10576
dc.language.isoen_USen_US
dc.publisherUniversity of Oregonen_US
dc.relation.ispartofseriesUniversity of Oregon theses, Dept. of Special Education and Clinical Sciences, Ph. D., 2010;
dc.subjectFacultyen_US
dc.subjectDisabilityen_US
dc.subjectUniversityen_US
dc.subjectAccommodationsen_US
dc.subjectUniversal designen_US
dc.subjectExploratory factor analysisen_US
dc.subjectSpecial educationen_US
dc.subjectHigher educationen_US
dc.subjectCollege students with disabilities
dc.titleMeasuring faculty attitudes and perceptions toward disability at a four-year university: A validity studyen_US
dc.typeThesisen_US

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