Faculty Experiences Teaching Community College Professional and Vocational Students with Learning Accommodations

Objective: The purpose of this study was to conceptualize faculty experiences at a two-year technical community college about student relations with professional and vocational students who have learning accommodations. Methods: This was a descriptive phenomenological qualitative study that used individual semi-structured interviews of 10 technical college faculty from a snowball sample method drawn from two-year southeastern technical community colleges. Data analysis was conducted through two cycles of coding using phenomenological approaches. Results: Faculty participants perceived they lacked formal or professional preparation to support students with learning accommodations. They did not receive training in their graduate program or professional development as faculty to acquire understanding of learning disabilities and student accommodations. The majority of faculty described their experiences of faculty-student engagement with students with learning accommodations as open, understanding, accessible, and supportive, and premised by knowledge gained in careers in public school education, special education, or mental health before joining their technical colleges as adjunct or full-time faculty. Contributions: The study contributes to existing research by expanding on the significance of the impact of faculty preparation and knowledge of learning disabilities to support students with learning accommodations at community technical colleges with non-traditional, highly transitory student learners.