Abstract

The purpose of this study was to explore the process by which nursing faculty make reasonable academic accommodations for students with learning disabilities in the classroom setting. Nursing students with identified learning disabilities require academic accommodations to facilitate their success. The process of reasonable academic accommodations for nursing students with learning disabilities has not been examined within nursing education literature. Clarification is necessary regarding this process to promote student success and inclusive learning environments within nursing education. Constructivist grounded theory methods as described by Charmaz (2014) guided data collection and analysis. The accommodation processes with categories were identified. The emergent categories included: Nursing Faculty Role with Academic Accommodations, Planning with Academic Accommodations, and Execution of Academic Accommodations. Further research is needed regarding each category of the process, faculty development regarding academic accommodations, and pedagogy to support nursing students with identified learning disabilities.

Author Details

Amy Yarbrough, EdD, MSN, RNC-MNN, CNE

Sigma Membership

Pi Nu

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

Grounded Theory

Research Approach

Qualitative Research

Keywords:

Learning Disabilities, Nursing Students, Academic Accommodations

Advisor

Susan Welch

Degree

Doctoral-Other

Degree Grantor

University of West Georgia

Degree Year

2019

Rights Holder

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All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.

Review Type

None: Degree-based Submission

Acquisition

Proxy-submission

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