College faculty's and staff's attitude and knowledge concerning learning disabilities: Implications for staff development

Purpose. The purpose of this study was to determine and explore the levels of knowledge and attitudes about learning disabilities held by university faculty and student services staff at three universities in Eastern South Dakota. Differences between faculty and student services staff were explored as were differences among universities. Demographic variables were examined for their predictive effect on attitude and knowledge concerning learning disabilities. Recommendations for staff development programs were provided.;Procedure. A questionnaire based on an instrument developed by Aksamit, Morris & Leuenberger (1987) was mailed to faculty and student services staff. The data were examined with descriptive and inferential statistics.;Findings. (1) Composite means for attitude and knowledge among faculty and student services staff of three universities was higher than those found by Aksamit et al. (1987). (2) Student services staff self-reported a significantly higher mean score for attitude than did faculty. There were no significant differences between faculty and student services staff reported knowledge. (3) There were no significant differences among the universities' combined faculty and student services staff self-reported means for attitude. (4) The combined faculty and student services staff at University I (Liberal Arts) reported a significantly higher mean score for knowledge than did University II (Technical/Agricultural). University III (Teacher Education) also self-reported a significantly higher mean score for knowledge than did University II (Technical/Agricultural). There were no significant differences between the mean scores for self-reported knowledge between University I (Liberal Arts) and University III (Teacher Education). (5) Independent variables (in order of significance) Familiarity, Gender and Training were found to make significant contributions to attitude. (6) Four independent variables were found to contribute significantly to knowledge. In order of significance the variables were Training, Gender, Years of Work Experience, and Experience working with students with learning disabilities.;Suggestions were made for staff development that could increase Familiarity and work Experience with individuals with learning disabilities. It was recommended that Training should maximize male participation in a variety of ways.