Graduation Year
2022
Document Type
Dissertation
Degree
Ed.D.
Degree Name
Doctor of Education (Ed.D.)
Degree Granting Department
Special Education
Major Professor
Ann Cranston-Gingras, Ph.D.
Committee Member
Amber Dumford, Ph.D.
Committee Member
Brenda L. Walker, Ph.D.
Committee Member
Zorka Karanxha, Ph.D.
Keywords
accommodations, inclusion, postsecondary, social model of disability
Abstract
Students with disabilities are entering higher education at increased rates (National Center Educational Statistics, 2016). The aim of this study was to investigate graduate teaching assistants’ knowledge, attitudes, and professional development needs regarding students with disabilities in higher education. A modification of Sniatecki’s (2015) Faculty Attitudes and Knowledge Regarding College Students with Disabilities Survey was used to gather responses from graduate teaching assistants through an online format. Results of the study indicate that graduate teaching assistants have positive attitudes towards students with disabilities yet lack specific knowledge on accommodations, disability law, and disability support services. Further, respondents expressed a willingness to participate in professional development regarding students with disabilities in higher education, as well as universal design for instruction.
Scholar Commons Citation
Palacios, Yanlys De La Caridad, "Graduate Teaching Assistants’ Knowledge and Attitudes Toward Students with Disabilities in Higher Education" (2022). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/9431
