"We Can Do Better": Community College Faculty Preparedness for Teaching Students With Learning Disabilities

This study is a qualitative investigation of faculty members' perceptions of their preparedness to teach the growing number of students with learning disabilities (LDs) within the community college setting. As part of a larger mixed-methods study, we conducted semistructured interviews with 12 college faculty and used thematic analysis to identify 4 predominant themes. Findings revealed that the college faculty were generally underprepared for the task of teaching these students. There were significant gaps in faculty understanding of the definition of LDs, as well as misperceptions of the characteristics of students with LDs. These misconceptions may influence attitudes and actions toward student with LDs and interfere with teaching practices that adequately support students with LDs. In addition, faculty discussed the role of stigma for those labeled with LDs in terms of disclosure and asking for support. Faculty shared their willingness to accommodate students with LDs and their positive outlook toward the support available from Disability Services. Suggestions for improving the preparedness of college faculty to teach students with LDs are explored.