The Views of University Faculty Members and Service Providers Regarding the Increased Enrollment of Students with Learning Disabilities

Abstract

A focus group with nine university professionals from two large Midwestern universities was conducted to investigate their perceptions regarding the unexpected impact of increasing numbers of students with learning disabilities attending college. Participants consisted of six faculty members, two directors of Offices of Student Disability Services, and one tutor at an Academic Success Center. Four guiding questions were used to structure the interview: (a) How has the increased presence of students with learning disabilities affected your professional lives in ways that you did not expect? (b) How has attending college affected students with learning disabilities in ways that you did not expect? (c) How has the increased presence of students with learning disabilities affected other college students in ways that you did not expect? and (d) What recommendations do you have for making college campuses more receptive to college students with learning disabilities? Eight themes emerged from the focus group session, including instruction and support services, formal accommodations, characteristics of students with learning disabilities, disclosure, parents, faculty training, transition and previous educational services, and student perceptions of faculty. Implications for practice and recommendations drawn from participants' comments are discussed.