Author(s): Salzberg, Charles L.; Peterson, Lloyd; Debrand,
Christopher C.; Blair, Rebecca J.; Carsey, Anna C.; Johnson, Alexis S.
Title: Opinions of Disability Service Directors on Faculty Training:
The Need, Content, Issues, Formats, Media, and Activities.
Source: Journal of Postsecondary Education and Disability. v15 n2
p101-14 Spr 2002

Abstract: Surveyed directors of disability service offices about
faculty training programs. Found they are generally not satisfied
with current training programs.

Author(s): Salzberg, C., Peterson, L.,  Debrand, C., Blair, R., Carsey, A., & Johnson, A. (2002).
Opinions of disability service directors on faculty training: The need, content, issues, formats, media, and activities. Journal of Postsecondary Education and Disability, 15, 101-114.

Abstract: Surveyed directors of disability service offices about faculty training programs. Found they are generally not satisfied with current training programs. They note the difficulty in getting faculty members to attend, and the overwhelming majority recommended that sessions be limited to one or two hours. Participants had many consistent opinions about preferred content, faculty concerns, and formats for training.

Author(s): Shaw, Stan F.; Scott, Sally S.; McGuire, Joan M.
Sponsoring Agency: Office of Educational Research and Improvement
(ED), Washington, DC.
Title: Teaching College Students with Learning Disabilities. ERIC
Digest.  Source: 2001. 4p.
Note: Digest E618. Adapted from the author's book "Principles of
Universal Design for Instruction" (2001), Center for Postsecondary
Education and Disability, University of Connecticut.

Abstract: This digest summarizes the issues involved in the
instruction of college students with learning disabilities and offers
a practical approach to teaching these students.
Availability: ERIC Clearinghouse on Disabilities and Gifted
Education, Council for Exceptional Children, 1110 North Glebe Rd.,
Arlington, VA 22201-5709. Tel: 800-328-0272 (Toll Free); Fax:
703-620-2521; e-mail: ericec@cec.sped.org. For full text:
http://www.ericec.org.

Author(s): Gerber, Paul J.; Popp, Patricia A.
Title: Making Collaborative Teaching More Effective for Academically
Able Students: Recommendations for Implementation and Training.
Source: Learning Disability Quarterly. v23 n3 p229-36 Sum 2000

Abstract: This article contains a series of recommendations to
improve collaborative teaching culled from interviews with
administrators, teachers, parents, and students from 10 schools.

Corporate Author: Illinois Univ., Urbana. Div. of Rehabilitation
Education Services.
Title: Frequently Asked Questions about Learning Disabilities.
Source: 1998. 13p.

Abstract: This brochure, in a question-and-answer format, provides
basic information about learning disabilities for faculty at the
University of Illinois at Urbana-Champaign.
Availability: University of Illinois, Division of
Rehabilitation-Education Services, 1207 Oak St., Champaign, IL 61820.

Author(s): Riendl, Pamela A.; Haworth, Daniel T.
Title: Chemistry and Special Education.
Source: Journal of Chemical Education. v72 n11 p983-86 Nov 1995

Abstract: Describes the political gains made in education for the
disabled, identifies various types of mild disabilities, and suggests
possible teaching interventions for the chemistry teacher who has a
student with a mild disability at either the secondary or
college/university level.

Author(s): Thompson, Anne R.; Bethea, Leslie; Turner, Jennifer
Title: Faculty Knowledge of Disability Laws in Higher Education: A
Survey.
Source: Rehabilitation Counseling Bulletin. v40 n3 p166-80 Mar 1997

Abstract: Surveyed 400 faculty members at a southeastern university
to measure their knowledge of disability laws and of recent court
decisions that affect higher education. Results indicate that most
faculty members were only marginally aware of their rights and of the
legal rights of students with disabilities to reasonable
modifications of institutional policies.

Author(s): Robinson, William L.
Title: Accommodation Hell, or, To Hell with Accommodation: The ADA
and the Administration.  Source: 1996. 26p.

Abstract: This material is designed to help faculty understand the
requirements of the Americans with Disabilities Act of 1990 (ADA). A
brief overview notes three key considerations: the definition of
disability, reasonable accommodation, and undue hardship, and then
discusses faculty liability and responsibility for discriminatory
acts. The balance of the report is an appended guide designed to lead
the reader through the huge database of information and assistance
available on the Internet.

Author(s): Thompson, Anne R.; Bethea, Leslie
Sponsoring Agency: Office of Special Education and Rehabilitative
Services (ED), Washington, DC.
Corporate Author: Mississippi State Univ., Mississippi State. Dept.
of Counselor Education and Educational Psychology.
Title: College Students with Disabilities. A Desk Reference Guide for
Faculty and Staff.  Source: 1996. 34p.

Abstract: This reference guide is designed to assist faculty and
staff at Mississippi State University to provide reasonable
accommodations for students with disabilities as required by federal
law and endorsed by the mission of the university.
Availability: Project PAACS (Postsecondary Accommodations for
Academic and Career Success), Department of Counselor Education and
Educational Psychology, P.O. Box 9727, Mississippi State, MS
39762-5740.

Author(s): Villarreal, Pedro, III
Title: Faculty Knowledge of Disability Law: Implications for Higher
Education Practice.  Source: 2002. 27p.

Abstract: The number of students with disabilities entering higher
education continues to increase, and there is a concomitant rise in
the number of disability accommodation grievances filed in
institutions, with the U.S. Office of Civil Rights, and through the
legal court system. It is important that faculty members know about
disability law. Faculty members at a medium-sized comprehensive
Hispanic-serving institution were surveyed to determine the level of
disability law knowledge.  The research found that faculty
members had only limited and general knowledge of disability law.

Author(s): Dona, Jean; Edmister, Julie Horine
Title: An Examination of Community College Faculty Members' Knowledge
of the Americans with Disabilities Act of 1990 at the Fifteen
Community Colleges in Mississippi.
Source: Journal of Postsecondary Education and Disability. v14 n2
p91-103 Spr 2001

Abstract: Surveyed faculty at community colleges in Mississippi about
their knowledge of the Americans with Disabilities Act (ADA) of 1990
concerning treatment of individuals with disabilities, modifications
to college programs, and academic adjustments. Findings suggest that
faculty have very limited knowledge of the ADA's implications for
faculty, student, and staff responsibilities or rights.

Author(s): Morehouse, Percy A.; Becker, George; McGill, Lisa; Combs, Lee
Title: Model for Campus-Wide Faculty and Staff Development on the
Institutional, Faculty, and Staff Rights and Responsibilities
Regarding Students with Disabilities. Source: 2000. 9p.

Abstract: This paper describes the process by which Metropolitan
State College of Denver (MSCD), Colorado, developed a training
program for faculty and staff to inform them about the provisions of
the Americans with Disabilities Act (ADA) and the Rehabilitation Act
of 1973.

Debrand, C.C., & Salzberg, C. L., (2005). A Validated Curriculum to Provide Training to Faculty Regarding Students with Disabilities in Higher Education. Journal of Postsecondary Education and Disability, 18(1), 49-62.

Abstract:  The dramatic increase in students with disabilities enrolling at institutions of higher education in recent years (9% of incoming freshmen) has created a need to see that college and university faculty are provided with the knowledge required to enable the success of these students and to comply with federal statutes, such as ADA and Sections 504 and 505 of the Vocational Rehabilitation Act of 1973, and with the policies established by their institutions.  Exactly what information do faculty need?  This study examined the importance and comprehensiveness of the content of a training curriculum for faculty developed at Utah State University as evaluated by a national sample of professionals employed in the disability services offices of colleges and universities throughout the United States.  The results indicate that the respondents perceived the curriculum taken as a whole and each of the components as important (mean of 6 on a 7-point scale) and as providing a reasonably comprehensive representation of the essential information (91.8% taken as a whole).