The DOI matches its Crossref record; 37 of the 38 references it cites were found in a registry or an index.
Measuring university faculty attitudes toward disability: Willingness to accommodate and adopt Universal Design principles
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 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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Flagged first, then by citations
1 of the 38 references couldn’t be matched to a known paper.
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Sorted by citations
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Metadata
- Authors
- Lombardi, A. R., & Murray, C.
- Affiliations
- University of Oregon (US)
- 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
- 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
- Locations
- Journal of Vocational Rehabilitation (publishedVersion)
- Funders
- U.S. Department of Education
- Topics
- Social Sciences › Education › Disability Education and Employment
- Social Sciences › Education › Inclusion and Disability in Education and Sport
- Social Sciences › Sociology and Political Science › 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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