Summary
Conducted qualitative research on the COVID-19 accessibility impacts and how it reshaped faculty accessibility practices in higher education.
Faculty in higher education play a vital role in fostering a welcoming and inclusive learning environment for all students. They serve as the cornerstone of postsecondary education by ensuring that students with disabilities (SWD) receive an accessible and equitable learning experience.
For most, the COVID-19 pandemic brought about global disruptions, particularly affecting the education system. There was an urgent need to shift in-person instruction to remote teaching. This posed numerous challenges for both instructors and students, especially disabled students. This project consisted of interviews led by disabled students and faculty at the National Disability Center for Student Success. Faculty members reported that they still consider the COVID-19 pandemic a turning point in their thinking about accessibility.
The qualitative interviews were split into two phases:
- A set of 5 pilot interviews with faculty members from the Center.
- A full set of 23 interviews with faculty members from across the country, from different academic disciplines.
The following findings of this study provided a better understanding of the impacts of the COVID-19 pandemic on accessible teaching strategies.
- As a result of the pandemic, faculty members have an evolving understanding of accessibility in the classroom, leading to long-term practices.
- Led to a push for faculty to re-examine their course designs. This led to the presentation of learning materials in various formats to accommodate an online learning modality.
- Faculty members had to navigate skepticism and concerns about integrity regarding informal accommodations during and after the pandemic.
- Students’ expectations for flexibility shifted. This led to challenging adjustments to classroom structure post-pandemic and an increase in both formal/informal accommodations.
- Faculty members have adopted an empathy- and human-centered teaching philosophy in response to the pandemic. This was driven by a greater understanding of students’ circumstances.
When considering the educational impacts of the COVID-19 pandemic on postsecondary education, it is essential to recognize the transformation of accessible teaching strategies used by faculty members. This understanding is not only valuable for improving learning experiences. It is also essential for shaping an accessible future and helping faculty ensure its longevity in higher education for all students.
