Instructor experiences providing accommodations and modifications for students with intellectual disability in inclusive higher education

Abstract

ABSTRACT In recent years, with the passing of the Higher Education Opportunity Act (HEOA) of 2008, growing numbers of universities and colleges have provided inclusive post-secondary education (IPSE) opportunities to students with intellectual and developmental disabilities (ID). As universities and colleges welcome more students with ID into the classroom, there is a need to examine the experiences of these students and their instructors. Using semi-structured interviews with twelve university instructors who hosted students with ID in their courses, this qualitative study was conducted to examine instructors’ experiences modifying course content and implementing accommodations for students with ID. Results indicate that instructors desire greater institutional support and training as they feel unsure about their ability to modify course content and accommodate students with ID. Instructors who identified as disabled demonstrated more skill and confidence providing modifications and accommodations for students with intellectual disability. Implications for practice are provided.