Faculty Perceptions of Academic Accommodation Provision to Students with Invisible Disabilities

This study investigated the lived experiences of community college faculty within the California Community College system. It adds to existing literature that aims to understand the factors that influence faculty perceptions of academic accommodations to students who have invisible disabilities. Using phenomenological methods, 10 faculty members from two California community colleges were interviewed to explore their perceptions and attitudes in providing academic accommodations, and their view of their responsibilities, challenges, rewards, and relevant training. the findings of this study provide insight on how community college faculty respond to the provision of academic accommodations and gives voice to their experiences by raising awareness about ways in which faculty training may be developed to validate their needs. as a result, the educational experiences and outcomes for students with invisible disabilities can be improved.


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