Abstract
Purpose: The purpose of this study was to examine the perceptions of the full-time and associate faculty members at one private university in California about the institution's capacity to meet the needs of an increasing population of students with learning disabilities seeking admission to the university. Methodology: Descriptive research methodology was used to investigate the perception of full-time and associate faculty regarding the current capacity of one private university to meet the needs of an increasing population of students with learning disabilities seeking admission to their institution. Findings: Results pointed to a number of underutilized resources, a need for information, weak relationships among key stakeholders, and a lack of communication across university constituencies. Conclusion: The university has all of the essential foundational elements to build a responsive educational environment for students with learning disabilities. Recommendations: The researcher makes the following recommendations. 1. Technology: The university must consider investing in a variety of assistive and adaptive technology software that will provide academic strategies to students with learning disabilities. 2. Professional Development: Professional Development funds should be made available for faculty training in issues related to learning disabilities. 3. CITE: The Center for Instruction and Teaching Excellence needs to design a module for training of faculty members in issues surrounding services, programs, instructional strategies, and the nature of learning disabilities. 4. Communication: The university needs to focus on developing a process for deploying information relevant to students with learning disabilities on a regular basis. 5. Performance improvement system: The university needs to continue to focus on continuous performance improvement at both the academic and administrative levels.