Abstract
AbstractThis study investigated the impact of accessibility training on incoming teaching assistants’ (TAs) awareness of and preparation to implement academic adjustments and accommodations for students with disabilities. Pre‐ and postworkshop questionnaires and data gathered from weekly in‐service group discussions indicated that TAs’ knowledge of and confidence in implementing accommodations increased, as well as their awareness concerning legal mandates and accessibility issues in general. Recommendations regarding the training and mentorship of TAs are offered.
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