Accessibility of educational accommodations has increased but can be frequently inconsistent for undergraduates with autism spectrum disorder (ASD). The didactic relationship between educational accessibility staff with faculty, who are increasingly adjuncts, facilitates many course-learning accommodations. This descriptive phenomenological study explored the perceptions and professional experiences of educational accessibility coordinators with adjunct faculty in their implementation of learning accommodation for undergraduates with ASD. Findings from this study suggested that accessibility coordinators negotiated expectations of unprepared adjunct faculty and ASD students to address issues throughout the semester.
Coordinators believed ASD students struggled to navigate their experiences with adjunct professors because they were not ready for college and felt adjunct professors were unlikely to cooperate and partner because of their lack of understanding and the limitations presented by their short-term employment. Implications for practice included suggestions for increased collaboration and professional development.
Faure, T., & Sasso, P. A. (2023). Collaborative Challenges Between Educational Accessibility Coordinators and Adjunct Faculty in Supporting Autism Spectrum Students. New York Journal of Student Affairs, 23(1). Retrieved from https://commons.library.stonybrook.edu/nyjsa/vol23/iss1/4
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