Enhancing Faculty Preparedness to Teach Students with Learning Disabilities: A Community College Insight

Authors

Mayda Gonzalez, SUNY Orange Community College

Document Type

Abstract

Date of this Version

4-2025

Citation

Instructional Leadership Abstracts (April 2025) 15(1)

Katherine Wesley, editor

Published by the National Council of Instructional Administrators, University of Nebraska-Lincoln

Abstract

Conclusion

As more students with learning disabilities enroll in college, faculty preparedness and the support institutions provide have become increasingly important. Despite some progress, a graduation gap still exists, highlighting the need for meaningful change. This study emphasizes that welltrained faculty are essential for creating inclusive classrooms. Educators can establish environments where all students can thrive by utilizing Universal Design for Learning (UDL), adaptable teaching methods, and fostering positive attitudes.

To help close this gap, institutions must invest in ongoing, research-based professional development. Mandatory training will equip faculty with the tools to support neurodiverse students effectively. By implementing these changes, higher education can truly level the playing field, giving every student an equal opportunity to succeed.