Faculty knowledge and preparedness with ADA compliance and the relationship to student success in higher education

Abstract

Higher education instructional faculty have a multitude of job responsibilities other than classroom instruction. One of those responsibilities is the implementation of accommodations for students with disclosed disabilities. This quantitative study sought to determine if a relationship exists between faculty members’ knowledge and preparedness with ADA compliance and student success. Individuals with Disabilities Education Act of 1990 (IDEA) emphasizes preparing a transition plan for special education students in grades P-12, therefore generating research on how instructional faculty can assist students with disabilities meet their educational goals post high school. This study conducted a non-experimental survey to gather data from higher education faculty members on their knowledge regarding the requirements of the Americans with Disabilities Act and their preparedness to implement accommodations. Pearson’ Correlation was conducted to show if faculty knowledge and preparedness in ADA compliance can be associated with student success. Based on the information gathered, data informed recommendations are made on the needs of faculty members in servicing all students. The results of this study revealed that there is no statistically significant correlation between higher education instructional faculty members’ knowledge and preparedness to implement services to students with disabilities and success rates. Results will assist higher education faculty and administration with recommendations as to what may impact success of students with disabilities