College students with disabilities in teacher education: faculty attitudes and practices

Abstract

Increasing numbers of students with disabilities are enrolled in post‐secondary institutions. This study examined faculty attitudes and practices regarding students with disabilities in teacher education. Participants were 188 faculty in seven colleges, in Israel, who responded to a survey instrument about attitudes and practices. Faculty reported personal contact and extensive teaching experience with students with all types of disabilities – mainly those with learning disabilities, yet many had no training in the area of disabilities. A large majority reported both willingness and actual provision of classroom accommodations. More technological than instructional and testing accommodations were noted. Supportive attitudes were found towards students with disabilities in higher education and in the teaching profession. Several background variables such as contact, training, academic discipline and rank were associated with attitudes and practices. Implications for practice and cross‐cultural studies are discussed.