An Interpretive Inquiry Study to Understand Faculty Preparedness to Teach Community College Students with Learning Disabilities

Faculty preparedness is a crucial parameter that influences students with learning disabilities' success. With limited research on faculty preparedness to teach students with learning disabilities in community colleges, this qualitative study took on a crucial and often overlooked area of inclusive education. The study focused on faculty preparedness to teach these students in community college settings, using the universal design for learning (UDL) theory and practice (Meyers et al., 2014) as a guiding framework to explore the factors influencing faculty preparedness. The study involved interviews with 15 participants who (a) demonstrated experience and expertise in teaching students with learning disabilities; (b) had been working in a community college setting for at least 5 years; (c) had a solid commitment to fostering an inclusive learning environment; and (d) were open to sharing inclusive strategies and examples of effective praxis, with a good understanding and application of UDL principles in their classes. The data were collected via semistructured interviews with these community college faculty members from New York (NY) and New Jersey (NJ). The findings suggested faculty preparedness was influenced by (a) faculty knowledge, (b) faculty positive attitude, and (c) implementation of inclusive strategies, highlighting all these elements as crucial for the success of the neurodiverse population. Practical recommendations for community college leaders, professional development, and higher education degree programs were provided, along with considerations for future research. These recommendations were designed to be actionable and effective in enhancing the preparedness of faculty members in community colleges, empowering the audience to make meaningful changes in their institutions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]