'Take a Deep Breath and Re-Center the Student's Perspective': Partnering Instructors and Disabled Students for Accessible Teaching
Saved in:
| Title: | 'Take a Deep Breath and Re-Center the Student's Perspective': Partnering Instructors and Disabled Students for Accessible Teaching |
|---|---|
| Language: | English |
| Authors: | Julie Sievers (ORCID |
| Source: | Teaching of Psychology. 2026 53(2):151-161. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Students with Disabilities, Student Needs, College Students, Teacher Student Relationship, College Faculty, Teaching Methods, Attitude Change, Student Role, Teacher Attitudes, Accessibility (for Disabled), Cooperative Planning, Program Effectiveness, Inclusion, Equal Education |
| DOI: | 10.1177/00986283241269435 |
| ISSN: | 0098-6283 1532-8023 |
| Abstract: | Background: Because accessible and anti-ableist teaching is rarely prioritized in instructional development programs, a new initiative was developed at a large, public university. Launched in January 2022, it piloted strategies for shifting instructors' mindsets about and pedagogical approaches to accessibility. Using a professional learning community model, disabled students served as course consultants to instructors, working closely together in a semester-long partnership. Objective: The purpose of this study was to research the program's effects on the participating instructors. Method: Multiple raters coded qualitative data collected over a period of five months from meeting notes spanning 30 instructor-student partnership meetings, four all-team meetings, two student focus groups, three instructor focus groups, and six online discussion boards. Results: The results showed the mindset shifts and teaching strategies that emerged through this semester-long initiative. They also revealed the program elements that had the greatest impact on instructors. Conclusion: This study demonstrates the role that disabled students can play in helping instructors learn about accessibility and how learning community models support substantive changes in teaching. Teaching Implications: The results of this study should help psychology teachers and departments improve their courses and engage in ongoing development to improve access and equity in their courses. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501014 |
| Database: | ERIC |
| Abstract: | Background: Because accessible and anti-ableist teaching is rarely prioritized in instructional development programs, a new initiative was developed at a large, public university. Launched in January 2022, it piloted strategies for shifting instructors' mindsets about and pedagogical approaches to accessibility. Using a professional learning community model, disabled students served as course consultants to instructors, working closely together in a semester-long partnership. Objective: The purpose of this study was to research the program's effects on the participating instructors. Method: Multiple raters coded qualitative data collected over a period of five months from meeting notes spanning 30 instructor-student partnership meetings, four all-team meetings, two student focus groups, three instructor focus groups, and six online discussion boards. Results: The results showed the mindset shifts and teaching strategies that emerged through this semester-long initiative. They also revealed the program elements that had the greatest impact on instructors. Conclusion: This study demonstrates the role that disabled students can play in helping instructors learn about accessibility and how learning community models support substantive changes in teaching. Teaching Implications: The results of this study should help psychology teachers and departments improve their courses and engage in ongoing development to improve access and equity in their courses. |
|---|---|
| ISSN: | 0098-6283 1532-8023 |
| DOI: | 10.1177/00986283241269435 |
