Faculty Development: Changing Attitudes and Enhancing Knowledge About Learning Disabilities

  • Ernest Rose


During the 1980s, there was a dramatic increase in the number of students with learning disabilities (LDs) enrolling in postsecondary education programs (Bursuck, Rose, Cowen, & Yahaya, 1989; Decker, Polloway, & Decker, 1985; Edgar, 1988; Garnett & LaParta, 1984; Mangrum & Strichart, 1989). This meant a greater demand on colleges and universities to provide reasonable accommodations for admission to programs and in academic course work. The response to this demand was to establish an array of services for students with LD including the hiring of LD specialists within the framework of Disabled Student Services (Adelman & Vogel, 1990; Barbaro, Christman, Holzinger, & Rosenberg, 1985; Dalke & Schmitt, 1987; Mangrum & Strichart, 1989; Vogel, 1982). Despite this response, one of the greatest ongoing challenges faced by college students with learning disabilities and their service providers is gaining and maintaining the acceptance and cooperation of academic faculty (Amsel & Fichten, 1990; Morris, Leuenberger, & Aksamit, 1987; Rose & Bursuck, 1989). Research cited in the following section indicates that this challenge exists because there is a considerable lack of understanding as to what learning disabilities are and are not. The purpose of this chapter, then, is to explore the topic of faculty development with regard to changing attitudes and enhancing knowledge about learning disabilities.


Faculty Development Learning Disability Learn Disability Disability Service Student Service 
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Copyright information

© Springer-Verlag New York, Inc. 1993

Authors and Affiliations

  • Ernest Rose

There are no affiliations available

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