Bettie, John R., Anderson, Ronald J., & Antonak, Richard F.  1997.  Modifying attitudes of prospective educators toward students with disabilities and their integration into regular classrooms.  Journal of psychology, 13(3), pp. 245-259. 

Abstract. Prospective educators (aged 18 – 60 years) who completed an introductory special education course were participants in a study investigating whether attitudes toward students with disabilities and toward their integration into regular classrooms would be influenced by viewing videotapes that presented positive portrayals of persons with disabilities in regular settings and by the disability characteristics of the professor who taught the course.  Results showed that those who viewed the video tapes expressed more favorable attitudes toward students with disabilities only when the course was taught by a professor with a visible physical disability.  With regard to attitudes toward the integration of students with disabilities into regular classrooms, neither viewing the videotapes nor the disability characteristics of the professor who taught the course were related to the expression of more favorable attitudes.

Brownlee, JoAnne and Carrington, Suzanne.  (2000). Opportunities for authentic experience and reflection: a teaching program designed to change attitudes towards disability for pre-service teachers.  Support for learning, 15(3), pp.99 – 105. 

Abstract. Teachers increasingly need to manage and interact effectively with a broad range of students, including those with disabilities.  Positive interactions require positive attitudes toward children with disabilities.  In this qualitative study from Australia, Joanne Brownlee and Suzanne Carrington investigate the beliefs and attitudes towards people with disabilities of 11 pre-service teachers.  The results of this study have implications for the structure of teacher education programs in generic teacher education courses.

Conaster, Phillip and Block, Martin.  (2001). Aquatic instructors’ beliefs toward inclusion.  Therapeutic recreation journal, 35(2), pp. 170-184.

Abstract.  This study examined the influence of moderating variables on aquatic instructors’ beliefs toward teaching swimming to individuals with disabilities in an inclusive setting.  111 aquatic instructors from 25 states representing 108 US cities participated in the study.  Based on the theory of planned behavior, aquatic instructors’ beliefs toward inclusion were investigated.  Results indicated that instructors currently teaching aquatics classes to students with disabilities and who felt more competent had more favorable beliefs (attitudes, subjective norm, perceived behavioral control) toward including students with disabilities.  Further, instructors who felt competent and were currently teaching students with disabilities significantly related to academic coursework and experience.  Approximately, one-half of the surveyed instructors felt competent and were currently teaching students with disabilities.

Fichten, Catherine S.  (1988). Students with physical disabilities in higher education:  Attitudes and beliefs that affect integration.  In Harold Yuker (Ed); et al. Attitudes toward persons with disabilities, pp. 171-186.  Springer Publishing Co, Inc.: New York, NY.

Abstract. (From the chapter) in the college context attempts to change attitudes fall into four categories: contact along or in combination with information, sensitization via role play exercises, tips for the student who has a disability, and institutional changes.  Summarize the trends and, where possible, draw implications for the successful integration of college students with a disability.  Summary of the attitudes of these groups and of the ways in which these attitudes translate into behaviors that facilitate or hamper the integration of college students who have a physical disability.  Attitudes of non-disabled students with a disability. Attitudes of professors.  Attitudes of student services personnel.  Attitudes of students with a disability.  Institutional attitudes.  Positivity (sympathy) bias and response amplification.

Fichten, C., & Goodrick, G. (1990). Getting along in college: Recommendations for college students with disabilities and their professors. Rehabilitation Counseling Bulletin, 34, 103-125.

Abstract: To examine behaviors that promote effective teaching and learning and facilitate problem-free interaction between professors and their students with disabilities, 75 college students with disabilities were interviewed, along with 57 professors who were nominated by one or more of these students as one of their outstanding teachers. Participants indicated their feelings and behaviors in a variety of commonly occurring situations where professors and students with disabilities might interact. They also indicated their thoughts and feelings before and after taking action and rated the effectiveness of each of their behaviors. Thoughts and feelings that facilitate or hamper interaction between students with disabilities and their professors are discussed along with the nature of effectiveness and ineffective behaviors by both students and professors. Recommendations are made concerning possible actions by rehabilitation professionals to facilitate effective interaction between students with disabilities and their professors and to enhance the teaching-learning process.

Fleming, Michael.  (2002). Chapter 12: Sources and information – community college faculty.  New directions for community colleges, 118, pp. 117 – 123.

Abstract.  This annotated bibliography presents additional information related to community college faculty, including attitudes and perceptions, professional development, faculty evaluation, and recruitment.

Folsom-Meek, Sherry L. & Rizzo, Terry L.  (2002). Validating the Physical Educators’ Attitude Toward Teaching Individuals Disabilities III (PEATID III) survey for future professionals.  Adapted physical activity quarterly, 19(2), pp. 141-154.

Abstract.  The purpose of this study was to assess validity and reliability of the Physical Educators’ Attitude Toward Teaching Individuals with Disabilities III (PEATID III: T. L. Pizzo, 1993) for future professionals.  The 3,464 participants (1,430 females and 2,133 males, mean age 22.94 years) were undergraduate students enrolled in the introductory adapted physical education course at 235 colleges and universities.  Construct validity was obtained through principal components analysis with oblique rotation and supported by principal components analysis factors:  (a) outcomes of teaching students with disabilities in regular classes, (b) effects on student learning, and (c) need for more academic preparation to teach students with disabilities.  Reliability, as estimated through coefficient alpha, was .88 for the total scale and .71 or greater for each of the disability subscales.

Ford, Alison, Pugach, Marleen C., & Otis-Wilborn, Amy.  (2001). Preparing general educators to work well with students who have disabilities: what’s reasonable at the pre-service level?  Learning disability quarterly, 24, pp. 275 – 285.

Abstract.  The restructured teacher education program at the University of Wisconsin-Milwaukee is described specifically with regard to its commitment to prepare general educators to work effectively and responsibly with students with disabilities.  Background information is provided about the program, including the features that support a strong relationship between special and general educators.  The authors discuss reasonable outcomes for initial teachers in general education and highlight some of the challenges in program implementation.

Gitlow, Lynn.  (2001). Occupational therapy faculty attitudes toward the inclusion of students with disabilities in their educational programs.  Occupational therapy journal of research, 21(2), pp. 115 – 131.

Abstract.  This study investigated the attitudes of occupational therapy (OT) and occupational therapy assistant (OTA) educators (all Ss were aged 28 – 65 years) toward the inclusion of students with disabilities in their educational programs.  A non-experimental design relying on a mailed survey was the methodology selected to examine the following research questions: (1) What are the attitudes of full-time OT and OTA educators who teach in accredited programs in the US toward inclusion of students with disabilities in their OT programs? And (2) What factors are predictive of positive attitudes of OT faculty toward including students with disabilities in their educational programs?  Results indicate that overall OT and OTA faculty have favorable attitudes toward including students with disabilities in their programs.  However, consistent with the literature, these attitudes are hierarchical.  In other words, attitudes toward inclusion of students with disabilities are different depending on the nature of the disability.

Hebel, Sara.  2001.  How a landmark anti-bias law changed life for disabled students.  Chronicle of higher education, 47(20), pp. A23 – A25.

Abstract.  Describes one university’s efforts to make its services and facilities accessible to students with disabilities, giving considerable credit to the Americans with Disabilities Act of 1990.  Describes the law’s effects on the campus as it enters into its second decade, noting attention to glaring deficiencies, highlighting problems that still exist, and discussing changes in faculty attitudes.

Hill, J. (1996). Speaking out: Perceptions of students with disabilities regarding adequacy of services and willingness of faculty to make accommodations. Journal of Postsecondary Education and Disability, 12, 22-43.

Abstract: Survey of 264 Canadian university students with disabilities found most considered campus support services good or excellent. One-third felt needs were not met; one-fourth found lack of support had hindered their ability to pursue postsecondary education. Two-thirds found faculty very willing to make accommodations, but lack of accommodation had seriously affected one-third. Recommendations for improvement are offered.

Hodge, Samuel R., Davis, Ronald, Woodard, Rebecca & Sherrill, Claudine.  (2202)  Comparison of practicum types in changing pre-service teachers’ attitudes and perceived competence.  Adapted physical activity quarterly, 19(2), pp. 155-171.

 Abstract.  Compared the effects of two practicum types (off campus and on campus) on physical education teacher education (PETE) students’ attitudes and perceived competence toward teaching school-aged students with physical disabilities or moderate-severe mental retardation.  Male and female PETE students, enrolled in a 15-week introductory adapted physical education (APE) course and involved in eight sessions of either off-campus (n=22) or on-campus (n=15) practicum experiences, completed T. L. Rizzo’s (1993a) Physical Educators’ Attitudes Toward Teaching Individuals with Disabilities-III (PEATID-III) two times.  Analysis of pre-test data revealed that groups were equated on gender, experience, attitude, and perceived competence.  Kruskal-Wallis ANOVA revealed no significant difference between practicum types on post-test attitude and perceived competence measures.  Attitude scores did not differ significantly from pre-test to post-test.  Perceived competence improved significantly from pre-test to post-test under both practicum types.  Implications for professional preparation are discussed.

Author(s): Jensen, J., McCrary, N, Krampe, K., & Cooper, J. (2004). Trying to do the right thing: Faculty attitudes toward accommodating students with learning disabilities. Journal of Postsecondary Education and Disability, 17, 81-90.

Abstract: The study explores faculty attitudes toward students with disabilities at a large research university.  In the first phase of a three-year demonstration project, 14 instructional staff, including teaching assistants, faculty, and faculty serving as administrators, were interviewed to determine their informational needs and attitudes toward students with disabilities.  Analysis of these narrative interviews reveals that the participants viewed learning disabilities differently from other disabilities and had questions regarding providing classroom accommodations for students with learning disabilities.  This uncertainty stems from preexisting attitudes toward students in general, principles from academic freedom, and questions of the legitimacy of learning disability diagnosis.  Recommendations for open discussion of faculty and student responsibilities toward teaching and leaning on campus are discussed.

Kozeracki, Carol A.  (2002). Chapter 5: Faculty attitudes about students.  New directions for community colleges, 118, pp. 47 – 55.

Abstract.  This chapter discusses differing attitudes of faculty toward students, using results from three national studies that compare community college faculty with faculty at four-year institutions and from a recent study conducted by the Center for the Study of Community Colleges to examine differences within subgroups of two-year faculty.

Matthews, Peter R., Anderson, David W., & Skolnick, Bruce D. (1987).  Faculty attitude toward accommodations for college students with learning disabilities.  Learning disabilities focus, 3(1), pp. 46 – 52.

Abstract. For program-planning purposes, faculty at a small public university were asked if they would make 23 accommodations to students with documented learning disabilities.  Accommodations focused on instructional, assignment, and examination modifications.  Special assistance and academic policy/procedural alterations were also examined.  Data were analyzed using chi-square goodness-of-fit tests to determine the significance of responses on the questionnaire.  Results showed that faculty were willing to make adjustments that would help the learning disabled students compensate for their disabling/handicapping condition.  Statistically significant results were obtained for all but one accommodation.  When accommodations would not be permitted by faculty, it was generally because these adjustments differed too much in degree from the standards held for all students.  Implications, future research, and recommendations based on these findings are discussed.

Pitcher, Jane and Purcell, Kate.  (1998). Diverse expectations and access to opportunities: Is there a graduate labor market?  Higher education quarterly, 52(2), pp. 179-203.

Abstract.  Restructuring of the labor market has led to changing demand from skills and concern about potential mismatch between needs of employers and competences developed in higher education courses.  This paper extends analysis of the Great Expectations survey of UK final-year undergraduates in 1996 to explore the development of skills and competencies in different disciplinary areas and the anticipated career trajectories of students.  A detailed assessment is undertaken of the extent to which respondents appear prepared, both in terms of the employment-related skills they consider they have developed as undergraduates and in their expectations, for the changes which have taken place in the labor market in the later part of the Twentieth Century.  While findings from transitional early career need to be interpreted cautiously, it does appear that expectations varied less than emerging outcomes for this cohort in the vanguard of mass higher education.  Subject and gender differences in expectations and outcomes were significant and ‘non-traditional’ graduates were more likely than others to report that they were experiencing difficulties in the transition from education to employment.  The graduates themselves had a flexible approach to the labor market, but it seems that employers may have more inflexible recruitment graduate practices.  Further research is required but there is clearly a danger that wider access may not lead to correspondingly wider career opportunities.

Rowley, Gill and Purcell, Kate.  (2001). Up to the job? Graduates’ perceptions of the UK Higher education careers service.  Higher education quarterly, 55(4), pp. 416 – 435. 

Abstract.  The article investigates graduates’ perceptions of their careers guidance needs and the extent to which these are met by the higher education careers service.  It reports the findings of a survey conducting by the Employment Studies Research Unit in support of the work of the recent Higher Education Careers Service review Group chaired by Professor Sir Martin Harris.  It places the findings in a context between recent and ongoing research on transitions from higher education to employment and considers the implications of these, and of wider changes in recruitment practices, for the role of the higher education careers services.

Shapiro, Arthur and Margolis, Howard. (1988). Changing negative peer attitudes towards students with learning disabilities.  Journal of reading, writing, & learning disabilities international, 4(2), pp. 133 – 146.

Abstract.  Examines some of the reasons for prejudicial attitudes in teachers and normal students toward students with learning disabilities (SLDs) in mainstream classroom environments.  It is noted that SLDs may be misjudged by their teachers and classmates because they possess handicaps that are not readily apparent.  Strategies for addressing prejudice include experiential disability awareness programs, simulations of disability, and group discussions.  Examples of experiential simulations that have been used to develop empathy toward and understanding of SLDs are presented.

Tait, Kathleen and Purdie, Nola.  (2000). Attitudes toward disability: Teacher education for inclusive environments in an Australian university.  International journal of disability, development and education, 47(1), pp. 25 – 38.

Abstract. The Interaction with Disabled Persons Scale (IDP) was used to explore attitudes of pre-service teachers at a large Australian University to people with disabilities.  Using structural equation modeling, the factor structure of the IDP Scale was tested.  The best fitting model was found to be one in which there were four factors (Discomfort, Sympathy, Embarrassment, and Vulnerability) that were derived from 16 items.  Although significant effects were found for type of course, age, gender, language, and frequency of contact, the magnitude of these effects was minimal.  Changes in student teachers’ attitudes toward disability over a one year general teacher training course were found to be minimal.

Thaman, Konai H.  (2002). Shifting sights: the cultural challenge of sustainability.  Higher education policy, 15, pp. 133-142.

Abstract.  This article focuses on the need for universities as teaching and research organizations, to recognize and act upon a more culturally inclusive interpretation of ‘sustainable development’ and ‘sustainability.’  It argues for the valuing of indigenous world views as a means of achieving a more holistic and interdisciplinary way of thinking about the Earth as the home of all people and as a complement to the beliefs of western science and rational objective thinking.  At a more personal level, it challenges readers, especially academics, to re-examine their own ways of thinking and knowing for the sake of creating sustainable futures that are inclusive in its processes, contexts, and outcomes.

Upton, T. & Harper, D. (2002). Multidimensional disability attitudes and equitable evaluation of educational accommodations by college students without disabilities.
Journal of Postsecondary Education and Disability, 15,115-30.

Abstract: Surveyed college students about their attitudes toward educational accommodations and selected types of accommodations for selected disabilities; examined the relationship of these variables to gender and level of study. Found that general attitudes toward accommodations varied significantly across gender, with females more favorable than males, and that participants perceived selected disabilities on a relatively stable continuum of "accommodation deservedness.

Vogel, Susan A., Leyser, Yona, Wyland, Sharon, & Brulle, Andrew.  (1999). Students with learning disabilities in higher education:  Faculty attitude and practices.  Learning disabilities research & practice, 14(3), pp. 173-186.

Abstract. Prior research indicated that academic success for students with learning disabilities (LD) is enhanced when faculty members are willing to make accommodations.  This investigation explored faculty attitude and practices toward providing teaching and examination accommodations for students with LD in higher education.  All full-time and part-time faculty teaching in a large Midwestern, public, doctoral-granting university were asked to respond to a survey regarding their background knowledge about learning disabilities and the relevant legislation, their firsthand experience teaching such students, their willingness to provide accommodations, and their judgment of the fairness of providing accommodations vis-à-vis students with out disabilities.  Faculty (N=140) indicated slightly greater willingness to provide teaching accommodations as compared to examination accommodations (EA).  The highest level of willingness was reported for allowing students to tape-record lectures.  Faculty members were least willing to provide supplementary materials such as an outline of their lecture or to provide assignments in an alternative format.  Faculty members were most willing to allow extended time for exams and to allow exams to be proctored in the office of support services for students with disabilities.  Faculty were least willing to alter the format of examinations.  Factors that may have influenced faculty attitude include age, academic discipline, experience teaching students with LD, years of teaching experience, and professional rank.

Wallace, Barbara C.  2000.  A call for change in multicultural training at graduate schools of education: Educating to end oppression and for social justice.  Teachers college record, 102(6), pp. 1086 – 1111.

Abstract.  Graduate-level multicultural training is important for preparing future teachers to work effectively with diverse students.  Professionals experienced in multiculturalism must revise and refine multicultural training to better address immigrants’ diversity issues and issues around sexuality, disability, and spirituality.  Those new to multiculturalism must prepare themselves, the curriculum, and their departments for educating to end oppression for social justice.

Wilson, Brian and McCrary, Jan. (1996).  The effects of instruction on music educators’ attitudes toward students with disabilities.  Journal of research in music education, 44(1), pp. 26 – 33.

Abstract.  Before and after completing a university course for teaching music to special education learners, master’s-level music education students (N=18) were given a measure examining their attitudes toward students with disabilities.  The survey instrument consisted of 20 statements describing five different groups of students; these were learners with emotional, physical, multiple, mental, or no impairments.  The participants were directed to indicate strength of agreement or disagreement with the following statements: “I would feel comfortable in interacting with this individual, “I would be willing to work with this individual,” and “I would feel capable in working professionally with this individual.”  Results showed an increase in the participants’ responses to the statement “I would feel more capable in working professionally” but a statistically significant decrease (p < .05) to the statement “I would be willing to work” with special-needs learners after the completion of training.

Olney, M. F., & Brockelman, K. F., (2005). The Impact of Visibility of Disability and Gender on the Self-Concept of University Students with Disabilities. Journal of Postsecondary Education and Disability, 18(1), 80-91

Abstract: This study is the result of a series of group and individual interviews in which 25 university students with a variety of disabilities discussed their experience of disability.  Transcripts of the interviews were analyzed qualitatively using an inductive procedure.  Data were then sorted by gender and by hidden versus visible disability.  Here we present themes related to self-concept; specifically how the students (1) thought of themselves, (2) presented themselves to others, (3) imagined others’ views of them, and (4) perceived the supports they received.  Results of these analyses provide indications of differences, both predictable and unexpected, between the perceptions and experiences of men and women and between persons with visible versus hidden disabilities.  Implications of the study for the delivery of services to students with disabilities are explored

Antonak, R.F., & Livneh, H. (2000). Measurement of attitudes towards persons with disabilities. Disability and Rehabilitation, 22(5), pp. 211-224.

Abstract: The purpose of this paper is to assist those engaged in research dealing with attitudes towards persons with disabilities by presenting a catalogue of various attitude measurement methods.

Method: A review of the methodological and psychological literatures on the measurement of attitudes towards persons with disabilities.

Results: The review uncovered 10 direct methods to measure attitudes, in which the respondents are aware that they are participating in an experiment and 14 indirect methods in four categories that are not plagued by attitude-distorting influences because the respondents are not aware that their attitudes are being measured. A discussion of each method with examples is provided, followed by implications for rehabilitation practitioners, rehabilitation education and training, and rehabilitation researchers.

Conclusions: The investigation of attitudes towards persons with disabilities requires innovative experimental methods and psychometrically sound instruments that are reliable, valid, and multidimensional. Without such instruments, it will not be possible to obtain conclusive answers to important research questions concerning the relationship between these attitudes and the acceptance and integration of persons with disabilities into society.

 

Royal, G.P., & Roberts, M.C. (1987). Students' perceptions of and attitudes toward disabilities: A comparison of twenty conditions. Journal of Clinical Child Psychology, (16)2, pp.122-132.

Abstract: We investigated students' perceptions of 20 different disabilities in a within-subject design. Two between-subjects variables were also employed: (a) sex of the participant and (b) grade level (3, 6, 9, 12, or college). Participants were read a brief definition of each disability, and were then asked to rate the disability in terms of its visibility, severity, acceptability, and familiarity. The results indicated that (a) 6th and 12th graders were significantly more accepting than 3rd graders; (b) in general, females were more accepting than males, with males giving significantly higher ratings of severity to four disabilities than did females; and (c) 3rd graders gave the highest ratings of visibility, lowest ratings of familiarity, and lowest ratings of acceptability. The implications of these findings are discussed.

Malone, M.D., & Koblewski, P.J. (1999). Professionals' attitudes and perceptions of teamwork supporting people with disabilities. Journal of Developmental and Physical Disabilities, (11)2, pp.77-89.

Abstract: The purpose of this project was to examine professional’s attitudes and perceptions about teamwork and team processes. Thirty one professionals who were serving on teams that support people with disabilities were asked to complete two surveys: the Attitudes about Teamwork Survey and the Team Process Perception Survey. Responses to these surveys indicated a generally positive attitude about the team process. Aspects of communication and investment of time and energy were most highly rated. Central themes that emerged relative to perceptions about benefits, limitations, and supports included, respectively, disciplinary involvement, process barriers, and collaboration. Respondents also provided recommendations for the improvement of teamwork including the improvement of team structure, process issues, and training. Practical implications of the results, and directions for further investigation in this area, are discussed.

Evans, N.J., Assadi, J.L., & Herriott, T.K. (2005). Encouraging the development of disability allies. New Directions for Student Services, 110, pp. 67-79.

Abstract: The authors advocate for a constructionist interpretation of disability, grounded in a social justice perspective, by discussing disability paradigms, factors that influence attitudes and attitude change regarding disability, and disability ally development and behaviors.

Vehmas, S. (2004). Dimensions of disability. Cambridge Quarterly of Healthcare Ethics, 13, pp. 34–40.

Abstract: This article attempts to clarify the concept of disability by explaining the ways in which it has been applied, and defined, by both philosophers and disability scholars. Conceptual approaches to disability can be divided into two main categories: the individualistic and the social approaches. In the individualistic framework, disability is seen as an individual condition that results in a disadvantaged position regarding civic, economic, and personal flourishing. This is the dominant view of disability in bioethics. According to the social approaches, disability is seen as a result of the oppressive material arrangements in existing societies, or as a corollary of the prevailing cultural values, ideas, attitudes, and language that produce and shape human reality. I argue that disability is essentially a normative concept that reflects the idea of what kind of beings humans ought to be, or, how society ought to be constructed to treat its members equally. In other words, the essential core of the concept of disability is ethical, and this implies that ethical examination is needed to provide a fuller picture of disability as a physical, psychological, and social phenomenon.