Date
5-1-2025
Department
School of Education
Degree
Doctor of Education in Curriculum & Instruction (EdD)
Chair
Gail Collins
Keywords
Online Learning, Students with Disabilities, Accommodations, Postsecondary, Americans with Disabilities Act (ADA, Americans with Disabilities Act Amendment Act (ADAAA), Education for All Handicapped Children Act (EAHCA), Individuals with Disabilities Education Act (IDEA), Specific Learning Disability (SLD)
Disciplines
Online and Distance Education | Special Education and Teaching
Recommended Citation
Jones, Nakiya, "A Phenomenological Study Examining the Experiences of Instructors Who Teach Undergraduate Students with Disabilities" (2025). Doctoral Dissertations and Projects. 6803.
https://digitalcommons.liberty.edu/doctoral/6803
Abstract
The purpose of this qualitative, phenomenological study was to investigate the experiences of instructors who teach undergraduate students with a documented disability and receive accommodations through the Office of Accessibility and Disability. The theory guiding this study was Noddings’ theory on ethical care as it details how caring is an integral part of the role that both online instructors and those who teach in traditional classrooms play in the lives of their college students. This study sought to understand the effect of caring in the retrieval of accommodations for students with disabilities. This qualitative study utilized questionnaires, interviews, and participant letters to gather data. Participants included instructors of undergraduate students with disabilities. The research took place in traditional and online classrooms at accredited colleges or universities in the United States. The data were analyzed through transcendental phenomenology following the steps outlined by Moustakas. The data yielded five themes, and each theme contained two sub-themes. Building relationships was the first theme and the two sub-themes were building rapport and communication. The second theme was challenges, and the two sub-themes were flexible mindset and diverse needs. Third was the learning environment with classroom hindrances and atmosphere as the two sub-themes. Preparation was the fourth theme with the two sub-themes as Student Accessibility Office and training. Lastly, the fifth theme was differentiated instruction and the two sub-themes were demonstrate knowledge and accommodations.
