As the number of post-secondary students with non-visible disabilities continues to increase, the preparedness of faculty to teach students with disabilities that are not readily apparent remains an understudied area in the field of disability research. This research investigated faculty preparedness to teach students with non-visible disabilities in the community college setting. By employing a mixed methods approach, the study utilized an explanatory sequential mixed methods design. Faculty preparedness to teach students with non-visible disabilities and the classroom experience of a student who identifies as having one or more disabilities served as the participants for this single-site case study. Faculty members were surveyed using a previously validated and published survey, and the student participant took part in an in-depth interview with questions derived from the faculty survey. Data integration was achieved through a sequential integration approach, which utilized the student interview data to explore faculty preparedness scores further.
","abstract_html":"<p>As the number of post-secondary students with non-visible disabilities continues to increase, the preparedness of faculty to teach students with disabilities that are not readily apparent remains an understudied area in the field of disability research. This research investigated faculty preparedness to teach students with non-visible disabilities in the community college setting. By employing a mixed methods approach, the study utilized an explanatory sequential mixed methods design. Faculty preparedness to teach students with non-visible disabilities and the classroom experience of a student who identifies as having one or more disabilities served as the participants for this single-site case study. Faculty members were surveyed using a previously validated and published survey, and the student participant took part in an in-depth interview with questions derived from the faculty survey. Data integration was achieved through a sequential integration approach, which utilized the student interview data to explore faculty preparedness scores further.</p>","abstract_has_math":false,"creators":["Yates, Melanie D."],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Secondary Education and Educational Leadership","degree_department":null,"school":null,"contributors":["Barbara Qualls, Ph.D.","Marigold Hudock, Ph.D.","Stacy Hendricks, Ed.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-01-01T08:00:00Z","date_published":"2025-01-01T08:00:00Z","updated_at":"2026-07-24T04:30:49Z","subjects":["non-visible disabilities","community college","faculty preparedness","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/625","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Barbara Qualls, Ph.D.","Marigold Hudock, Ph.D.","Stacy Hendricks, Ed.D."]},{"key":"dc:creator","label":"Author","values":["Yates, Melanie D."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2027-08-14T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Secondary Education and Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["non-visible disabilities","community college","faculty preparedness","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/625"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["As the number of post-secondary students with non-visible disabilities continues to increase, the preparedness of faculty to teach students with disabilities that are not readily apparent remains an understudied area in the field of disability research. This research investigated faculty preparedness to teach students with non-visible disabilities in the community college setting. By employing a mixed methods approach, the study utilized an explanatory sequential mixed methods design. Faculty preparedness to teach students with non-visible disabilities and the classroom experience of a student who identifies as having one or more disabilities served as the participants for this single-site case study. Faculty members were surveyed using a previously validated and published survey, and the student participant took part in an in-depth interview with questions derived from the faculty survey. Data integration was achieved through a sequential integration approach, which utilized the student interview data to explore faculty preparedness scores further.
"]},{"key":"dc:title","label":"Title","values":["Evaluating Community College Faculty Preparedness to Teach Students with Non-Visible Disabilities: A Mixed Methods Study"]}]}],"canonical_facts":{"dc:contributor":["Barbara Qualls, Ph.D.","Marigold Hudock, Ph.D.","Stacy Hendricks, Ed.D."],"dc:creator":["Yates, Melanie D."],"dc:date.available":["2027-08-14T07:00:00Z"],"dc:description.abstract":["As the number of post-secondary students with non-visible disabilities continues to increase, the preparedness of faculty to teach students with disabilities that are not readily apparent remains an understudied area in the field of disability research. This research investigated faculty preparedness to teach students with non-visible disabilities in the community college setting. By employing a mixed methods approach, the study utilized an explanatory sequential mixed methods design. Faculty preparedness to teach students with non-visible disabilities and the classroom experience of a student who identifies as having one or more disabilities served as the participants for this single-site case study. Faculty members were surveyed using a previously validated and published survey, and the student participant took part in an in-depth interview with questions derived from the faculty survey. Data integration was achieved through a sequential integration approach, which utilized the student interview data to explore faculty preparedness scores further.
"],"dc:identifier":["https://scholarworks.sfasu.edu/etds/625"],"dc:subject":["non-visible disabilities","community college","faculty preparedness","Educational Leadership"],"dc:title":["Evaluating Community College Faculty Preparedness to Teach Students with Non-Visible Disabilities: A Mixed Methods Study"],"thesis:degree_discipline":["Secondary Education and Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T04:30:49Z"}