International Comparisons of Inclusive Instruction among College Faculty in Spain, Canada, and the United States

Allison Lombardi, Boris Vukovic, Ingrid Sala Bars

Research output: Indexed journal article Articlepeer-review

Abstract

Across the globe, students with disabilities have been increasing in prevalence in higher education settings. Thus, it
has become more urgent for college faculty to have a broad awareness of disability and inclusive teaching practices
based on the tenets of Universal Design. In this study, we examined faculty attitudes toward disability-related topics
and inclusive teaching practices and their implementation of these practices using the Inclusive Teaching Strategies Inventory (ITSI). We examined responses from faculty in the United States, Spain, and Canada in order to better understand the phenomenon of inclusive teaching across international contexts. Findings show Canadian faculty tend to positively endorse legal mandates (e.g., the provision of accommodations and disability-related laws) the most; whereas American faculty tend to positively endorse inclusive teaching practices the most. With regard to implementation, there were mixed results among the three countries, and no significant differences between Spanish, Canadian, and American faculty on incorporating inclusive features into the classroom environment. Implications for practice specifically related to disability services personnel and faculty outreach strategies are discussed.
Translated title of the contributionInternational Comparisons of Inclusive Instruction among College Faculty in Spain, Canada, and the United States
Original languageEnglish
Pages (from-to)447-460
Number of pages14
JournalThe Journal of Postsecondary Education and Disability
Volume28
Issue number4
Publication statusPublished - 1 Jan 2015

Keywords

  • Higher education
  • disability
  • university faculty
  • college teaching
  • universal design

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