ABSTRACT
Research suggests that higher education faculty and administrators can play a role in improving the experiences of students with disabilities. In particular, faculty and administrators can play important roles in developing a campus climate that welcomes, supports, and offers full access to students with disabilities. This chapter reviews the literature on the knowledge and attitudes of higher education faculty and administrators, including professional development efforts, and advocates for additional research and training on disability-related topics. It discusses knowledge and attitudes of disability services professionals (DSPs) and student affairs professionals. Research findings on college faculty using inclusive teaching practices have focused on the development and testing of climate survey instruments and professional development training packages. Training administrators is important if they are to develop the needed knowledge and attitudes to adequately support students with disabilities. For DSPs or any other relevant institutional personnel, data can be used to make decisions about resource allocation and to prioritize student skill development.
