Abstract

Computing and communications technologies are becoming increasingly central to the way faculty at universities carry out their educational mission. Little is known about how faculty are taking into account the needs of their students with disabilities when integrating technology into their courses. A survey (Fichten, Asuncion, Barile, Fossey & DeSimone, 2000) of a small number of faculty found that professors generally do not know what to do to ensure that students with disabilities have full access to electronic course material or how access problems can be solved. The sample for this exploratory study consisted of 344 full-time and part-time Concordia University faculty, identified as having students with disabilities enrolled in their courses during the 2003-2004 academic year. Two intricately related components composed this study: a faculty survey (with a return rate of 34.3%), and follow-up semi-structured interviews with 30 faculty. The present study further explored training over internet, listservs, e-mail, or CD-ROM that can be provided in various self-paced formats. Findings of interest included: 81 out of 101 respondents (80.2%) reported that they had not considered the needs of these students, while 12 respondents (11.8%) indicated that they had partially taken into account the needs of their students with disabilities. A small group of 8 faculty (7.9%) definitely took into account the needs of their students with disabilities. However, the present study also revealed that there is a willingness by faculty to be trained in this area. When questioned about their preferred medium for interactive training, most respondents chose more than one. The most popular category chosen by 98 out of 114 respondents was a website (85.0%) followed by printed material selected by 94 respondents (82.2%) and CD-Rom chosen by 93 instructors (81.6%). 91 respondents (79.8%) indicated a combination of the three mentioned above. For those who chose other and gave examples, a common specification by them was a trainer. Practical strategic implications for those involved in providing support to faculty adopting educational technology are outlined and discussed Recommendations for future research are provided