| This qualitative study explored the experiences that a select group of science faculty members had with students with disabilities. Five focusing questions related to the following topics formed the nucleus of the study: background of the faculty members, contact with disabled students, opinions about university policy toward the education of disabled students, knowledge about federal legislation (Section 504) dealing with post-secondary education of disabled students, and contact with other disabled persons.;The data revealed that as a group the 15 faculty members had contact with 68 disabled students, the majority of whom were either physically disabled or visually impaired. The approaches of the faculty members appeared to be polarized. Some professors were willing to modify their teaching styles, to give out copies of their notes, and to spend extra time outside of class. Other professors refused to do those things.;Special equipment was rarely used by disabled students, with the exception of a braille terminal. The majority of academic accommodations involved logistical arrangements such as more time or scheduling.;The most compelling theme to emerge was that whether or not a faculty member accommodated a disabled student did not appear to be a function of background, opinion of university policy, knowledge about Section 504, or contact with other disabled persons. Accommodations seemed to be related directly to how the student approached the faculty member. The more articulate and precise the student was about his or her needs, the better he or she fared.;Fifteen science faculty members from one large state university were interviewed. In-depth interviews, using a general interview guide, were tape recorded and transcribed. Transcripts were coded and case records were prepared. Narrative summaries were developed for each of the 15 cases. Cross-case comparisons involved two steps: a quantitative and content analysis and a thematic analysis.;Based on the findings, the following conclusions were drawn: The degree of autonomy afforded to professors by academic freedom may be detrimental to disabled students. It appears that preparing disabled students with advocacy and negotiation skills would best enhance their educational opportunities.;Additional studies regarding the disabled students' perspective, unofficial policies, and informing faculty about available resources are recommended. The second area of recommendations suggests modifications of this study including other post-secondary institutions, faculty members in other disciplines, and alternate methods of data collection, e.g., participant observation and document analysis. |
