Jamaican College Administrators’ Perceptions of Providing Accommodations for Students with Disabilities

Abstract

The problem that was explored in this study was that many students with learning disabilities are enrolled in Jamaican teachers’ colleges but were not provided with accommodations. The purpose of the study was to determine the perceived and barriers that Jamaican college administrators experience in facilitating the accommodation of students with disabilities. The conceptual framework for this study was social exclusion theory, which helped analyze the insufficiencies in integrating persons with disabilities. The research questions addressed Jamaican college administrators’ perceptions of barriers in providing accommodations for students with learning disabilities. A basic qualitative design was used for this study. Data were collected via face-to-face semi-structured interviews with 10 college administrators. Data were analyzed using open and axial coding and thematic analysis. The findings revealed that although administrators facilitate students with learning disabilities through reduced class sizes, examination modification, and monitoring structures, barriers exist that limit their ability to meet their needs adequately. This study may contribute to social change as the findings will help Jamaican college administrators reflect on current practices to facilitate students with learning disabilities.