Electronic Theses and Dissertations Archive

Date

2026

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Leadership & Policy Studies

Committee Chair

Dustin Hornbeck

Committee Member

Allison Happel-Parkins

Committee Member

Nikki Wright

Abstract

Students with disabilities (SWD) encounter barriers in higher education despite federal legislation intended for equitable access. Community colleges enroll in a significant number of SWDs, who outstandingly are positioned to support different learners. However, the implementation of instructional practices and accommodations are shaped by false beliefs, inadequate training, and inequitable structures. Historically, research on disability and higher education have been analyzed from a deficit and ableist perspective, ignoring the intersectional experiences of SWDs and the important role faculty play in creating inclusive learning environments. This study addresses these gaps by examining community college faculty members' perceptions, beliefs, and pedagogical practices. In this study, I examine faculty members' perception and reaction to disability within institutional norms, power, and Disability Critical Race Theory (DisCrit) and Adaptive Equity-Oriented Pedagogy (AEOP). The DisCrit lens provides an interrogation of ableism and racism as the interlocking influences of faculty assumptions, while AEOP offers a way to analyze how instructors clarify outcomes, identify competencies, adapt to learning activities, and address barriers to success. Together, these frameworks illustrate how practices of faculty can disrupt or reinforce inequitable experiences of SWDs. A qualitative approach was used in the study to gather rich narrative data from community college faculty to investigate two central questions: (1) How do community college faculty members implement practices that address the needs of SWDs in the classroom? (2) To what extent do community college instructors integrate equity-oriented beliefs and pedagogical practices in teaching SWDs? Thematically capturing patterns, the interviews were analyzed for faculty attitudes, knowledge, and instructional decision-making. The results may help enhance understanding of how faculty navigate issues related to disabilities, legal compliance, and the conflicts that arise between pedagogical responsibilities and the adoption or resistance of equity-oriented practices. This study emphasizes the need for training that extends beyond just accommodation procedures, focusing instead on cultural sustainability, institutional policy, and inclusive pedagogy. These findings have significant implications for faculty development and collaborations with disability services. By emphasizing faculty perspectives and examining their practices using equity-oriented and critical frameworks, this research ultimately helps to create more accessible learning environments for SWDs in community colleges.

Comments

Data is provided by the student.”

Library Comment

Dissertation or thesis originally submitted to ProQuest/Clarivate.

Notes

Open Access

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