PERCEPTIONS OF STEM FACULTY ON TRAINING NEEDS TO SUPPORT STUDENTS WITH DISABILITIES IN DISTANCE LEARNING

There is a need to understand how science, technology, engineering, and mathematics (STEM) faculty and support staff perceive the benefits of training in improving their ability to provide accessible services to students with disabilities (SWD). The purpose of this qualitative phenomenological study was to explore how STEM academic faculty and support staff perceive their training requirements for accommodating SWD in distance learning classrooms. The researcher explored the perceptions of faculty and staff based at a community college in the northeastern United States. The population for this research was community college educators and support staff. A purposive sampling strategy was used to recruit participants. A sample of 10 participants was recruited for interviews. The findings of this study could be used to support the virtual classroom experience created by distance learning in STEM courses. The findings may illustrate differences between STEM faculty and personnel offering disability services concerning perceptions of how learning needs for SWD and training needs for staff and faculty are met. The findings could illuminate how effectively STEM faculty address the needs of students with varying degrees of abilities in nontraditional learning contexts. The results could also help to understand the perspectives of those who work in disability services on the topic of how various trainings might help fulfill the needs of SWD pursuing their education at a distance. The social justice implications of this study aim were to influence and improve the policies and practices on STEM education for SWD, ensuring that social justice principles are embedded in educational strategies and interventions. This study contributes to the broader goal of creating a more inclusive and equitable society.