ABSTRACT: Individuals with learning disabilities are attending institutions of higher education in greater numbers than ever before.In attempts to accommodate these students in the classroom, faculty often have the ethical concern of balancing the rights of students with learning disabilities with the academic integrity of the course, program of study, and institution." in accommodating college students with learning disabilities.
Accommodating students with
For example, in a survey of faculty at a small public university, Matthews, et al.
(1987) found that the majority of faculty were willing to provide 74% of a range of possible accommodations listed for students with learning disabilities.
As evidenced by faculty comments, some "ethical" debate on accommodating students is founded on misinformation about learning disabilities.
Other "ethical" concerns reveal a lack of understanding of the requirements of federal law.
Responses range from positive insights to disparaging remarks.
Some faculty note the importance of considering individual student abilities and attitudes in the accommodation process; others express interest in learning new methods to meet the needs of students while maintaining academic excellence (Nelson, Dodd, & Smith, 1990).
Another student meets with her advisor to explain that her language-based learning disability made it impossible for her to learn a foreign language.
She will need to substitute other coursework for this requirement. Do students have civil rights that supersede the discretion of faculty in the classroom?
Similarly, in another faculty survey Nelson, Dodd, & Smith (1990) noted that faculty were generally willing to accommodate students with learning disabilities but "only if they could be assured that it would not lower academic standards" (p. Faculty surveys consistently note similar concerns for maintaining standards, yet fail to describe how faculty actually make the distinction as to how much is enough in accommodating students with learning disabilities.
Comments provided by respondents on various faculty surveys provide insight on more specific areas of faculty interest and concern.
" is examined, and recommendations are provided for the informed and active participation of faculty in accommodating college students with learning disabilities.