International Comparisons of Inclusive Instruction among College Faculty in Spain, Canada, and the United States

Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: [email protected]; Web site: http://www.ahead.org/publications/jped

Y

14

Office of Postsecondary Education (ED)

P333A080037

College Faculty; Higher Education; Foreign Countries; Disabilities; Attitudes toward Disabilities; Inclusion; Comparative Education; International Education; Teaching Methods; Accessibility (for Disabled); Academic Accommodations (Disabilities); College Students; Learning Disabilities; Attention Deficit Hyperactivity Disorder; Federal Legislation; Civil Rights Legislation

Canada; Spain; United States

Americans with Disabilities Act 1990; Higher Education Opportunity Act 1970; Rehabilitation Act 1973 (Section 504)

Across the globe, students with disabilities have been increasing in prevalence in higher education settings. Thus, it has become more urgent for college faculty to have a broad awareness of disability and inclusive teaching practices based on the tenets of Universal Design. In this study, we examined faculty attitudes toward disability-related topics and inclusive teaching practices and their implementation of these practices using the Inclusive Teaching Strategies Inventory (ITSI). We examined responses from faculty in the United States, Spain, and Canada in order to better understand the phenomenon of inclusive teaching across international contexts. Findings show Canadian faculty tend to positively endorse legal mandates (e.g., the provision of accommodations and disability-related laws) the most; whereas American faculty tend to positively endorse inclusive teaching practices the most. With regard to implementation, there were mixed results among the three countries, and no significant differences between Spanish, Canadian, and American faculty on incorporating inclusive features into the classroom environment. Implications for practice specifically related to disability services personnel and faculty outreach strategies are discussed.

As Provided

35

2016

EJ1093535