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'Take a Deep Breath and Re-Center the Student's Perspective': Partnering Instructors and Disabled Students for Accessible Teaching

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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 0000-0002-2105-9197), Ryan A. Mata, Stephanie W. Cawthon, Ana Guadalupe Vielma, Yiqiu Yan, Desiree Lama, Eric Ge, Gayathri Ramesh, Soren Aldaco
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
FullText Text:
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  Data: 'Take a Deep Breath and Re-Center the Student's Perspective': Partnering Instructors and Disabled Students for Accessible Teaching
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  Data: <searchLink fieldCode="AR" term="%22Julie+Sievers%22">Julie Sievers</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2105-9197">0000-0002-2105-9197</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ryan+A%2E+Mata%22">Ryan A. Mata</searchLink><br /><searchLink fieldCode="AR" term="%22Stephanie+W%2E+Cawthon%22">Stephanie W. Cawthon</searchLink><br /><searchLink fieldCode="AR" term="%22Ana+Guadalupe+Vielma%22">Ana Guadalupe Vielma</searchLink><br /><searchLink fieldCode="AR" term="%22Yiqiu+Yan%22">Yiqiu Yan</searchLink><br /><searchLink fieldCode="AR" term="%22Desiree+Lama%22">Desiree Lama</searchLink><br /><searchLink fieldCode="AR" term="%22Eric+Ge%22">Eric Ge</searchLink><br /><searchLink fieldCode="AR" term="%22Gayathri+Ramesh%22">Gayathri Ramesh</searchLink><br /><searchLink fieldCode="AR" term="%22Soren+Aldaco%22">Soren Aldaco</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Teaching+of+Psychology%22"><i>Teaching of Psychology</i></searchLink>. 2026 53(2):151-161.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Attitude+Change%22">Attitude Change</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Role%22">Student Role</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Accessibility+%28for+Disabled%29%22">Accessibility (for Disabled)</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Planning%22">Cooperative Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink>
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  Data: 10.1177/00986283241269435
– Name: ISSN
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  Data: 0098-6283<br />1532-8023
– Name: Abstract
  Label: Abstract
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  Data: 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.
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        Value: 10.1177/00986283241269435
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      – Text: English
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