Experiences of College Professors with Students with Identified Disabilities and ADA Compliance in Face-to-Face Courses at a State College in Florida: A Case Study

This qualitative case study’s purpose was to understand college professors’ experiences regarding students with identified disabilities and compliance with the Americans with Disabilities Act 1990 (ADA) in their face-to-face courses at a multicampus state college in Florida. The leading theory guiding this study was the adult learning process: andragogy complemented by the disability theory. These theories provided a foundational understanding of how college professors teach adult learners with identified disabilities. The study explored the following research question: How did college professors describe their teaching experiences with students with disabilities and ADA compliance in their face-to-face courses? The sample comprised fifteen full-time college professors who had experienced the phenomenon. The primary data collection methods were one-to-one individual interviews, complemented by two focus group interviews, and document analysis on ADA policies implemented by the college. This study revealed the following themes: “Best Experiences Recollected, Greatest Challenges Confronted, Expectations from the Disability Services Office, and Disposition Supporting Students with Disabilities.” Including adjunct instructors’ experiences was recommended for future research