Measuring university faculty attitudes toward disability: Willingness to accommodate and adopt Universal Design principles

Lombardi, Allison R.; Murray, Christopher

doi:10.3233/jvr-2010-0533

Cited by 168Disability Education and EmploymentInclusion and Disability in Education and SportDisability Rights and Representation

Measuring university faculty attitudes toward disability: Willingness to accommodate and adopt Universal Design principles

Lombardi, Allison R., Murray, Christopher·2011·Journal of Vocational Rehabilitation

DOI 10.3233/jvr-2010-0533

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Abstract

Today, more students with disabilities attend four year institutions, but may struggle to succeed within these settings. University faculty attitudes and practices contribute to the success or failure of students in these postsecondary settings. In this study, we developed, administered, and evaluated a measure of faculty attitudes and perceptions toward students with disabilities. Results from 289 faculty members indicated that responses loaded on eight reliable factors pertaining to (a) Fairness in Providing Accommodations, (b) Knowledge of Disability Law, (c) Adjustment of Course Assignments and Requirements, (d) Minimizing Barriers, (e) Campus Resources, (f) Willingness to Invest Time, (g) Accessibility of Course Materials, and (h) Performance Expectations. Group comparisons by faculty gender, rank, college/school, and prior disability-focused training indicated more positive attitudes toward providing accommodations and adopting Universal Design principles among faculty who are female, nontenured, housed within the College of Education, or had prior disability-focused training experiences. These findings suggest that faculty attitudes and perceptions toward disability and their willingness to accommodate and adopt Universal Design principles can be reliably assessed. The potential usefulness of such assessments for practices within postsecondary environments are discussed.

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Reducing barriers to higher education is critical for providing disabled students equal access to education and an enriching campus experience, which are determinants of academic success and positive educational outcomes and predictors of career success beyond university.
“Reducing barriers to higher education is critical for providing disabled 1 students equal access to education and an enriching campus experience, aspects that are also determinants of academic success and positive educational outcomes [52, 75], and predictors of career success beyond university [30, 52].”
From Rethinking “Empowering Technology” in Higher Education Accessibility: A Case Study of Disabled Students’ Experiences at a German University (2026) · cites this paper as [52]

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Self-citation
Attitudes of university colleagues toward accommodations for students with disabilities
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Self-citation

Authors: Lombardi, A. R., & Murray, C.
Affiliations: University of Oregon (US)
ORCID: Lombardi, Allison R.
Murray, Christopher
Venue: Journal of Vocational Rehabilitation
Publisher: SAGE Publications
Published: 2011-01
Volume: 34
Issue: 1
Pages: 43-56
ISSN: 1052-2263 (ISSN-L)
1878-6316
DOI: 10.3233/jvr-2010-0533
OpenAlex: W1892975557
Cited by: 168
References: 38
Citations by year: 2026: 8 · 2025: 9 · 2024: 27 · 2023: 8 · 2022: 9 · 2021: 16 · 2020: 11 · 2019: 13 · 2018: 6 · 2017: 14 · 2016: 15 · 2015: 8 · 2014: 12 · 2013: 10 · 2012: 1
FWCI: 19.85
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Journal of Vocational Rehabilitation (publishedVersion)
Funders: U.S. Department of Education
Topics: Social Sciences › Safety Research › Disability Education and Employment
Social Sciences › Sociology and Political Science › Inclusion and Disability in Education and Sport
Social Sciences › Safety Research › Disability Rights and Representation
Keywords: students with disabilities, academic accommodations, Universal Design for Learning, teacher perceptions, course accessibility, faculty rank, postsecondary education, scale development

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Measuring university faculty attitudes toward disability: Willingness to accommodate and adopt Universal Design principles

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