Abstract
As distance education continues to increase, it is vital that postsecondary institutions contribute time and resources towards sustaining inclusive teaching practices that decrease barriers and increase opportunities for diverse student populations. This study examined faculty (n = 116) attitudes and actions surrounding online accommodations and inclusive teaching practices that were based on Universal Design for Learning (UDL) principles using the Inclusive Teaching Strategies Inventory-Distance Education (ITSI-DE) online survey instrument. A Pearson product moment correlation confirmed a statistically significant correlation between faculty attitudes and actions towards inclusive teaching practices. Next, a multivariate analyses of variance (MANOVA) affirmed statistically significant differences between faculty attitudes and actions towards inclusive teaching practices based on gender. The implications of this research and future research recommendations are offered.
Highlights
As distance education increases as a preferred educational modality, it is crucial for postsecondary educators to examine the extent of accessibility and usability that distance education courses offer to adult learners and student sub-groups (i.e., English Language Learners, students with disabilities...etc)
This study investigated whether a correlation existed between faculty attitudes and actions concerning accommodations and inclusive teaching practices based on Universal Design for Learning (UDL) within fully online courses
Prior research concerning postsecondary faculty attitudes and actions towards inclusive teaching practices has focused on examining face-to-face instructors
Summary
As distance education increases as a preferred educational modality, it is crucial for postsecondary educators to examine the extent of accessibility and usability that distance education courses offer to adult learners and student sub-groups (i.e., English Language Learners, students with disabilities...etc). While distance education has increased greater access to postsecondary opportunities, it may present barriers to accessibility if Universal Design for Learning (UDL) principles are disregarded in the creation of online course content (Burgstahler, Corrigan, & McCarter, 2004). Dallas, Sprong, and Upton (2014) asserted there are a variety of barriers associated with implementing UDL into the curriculum, such as level of familiarity with UDL, time limitations, limited opportunities for training, awareness of disability laws, and student disability knowledge Barriers such as a lack of resources and incentives for faculty implementing UDL as well as a lack of institutional support or enforcement of policies surrounding the application of UDL (Dallas et al, 2014). Other attitudes that may inhibit the implementation of UDL include the attitude that students with disabilities are an inconvenience within courses or the “survival of the fittest attitude” in relation to students (Burgstahler & Cory, 2008, p. 280)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
