Meeting the evolving education needs of faculty in providing access for college students with LD

Faculty play an essential role in providing access for college students wit h LD. Though many recommendations exist in the literature for educating fac ulty about their roles regarding students with LD, it is unclear whether th ese strategies are actually addressing faculty needs. To examine this issue , the evolving role of faculty is discussed. Current practices in faculty e ducation pertaining to college students with LD are reviewed. Discrepancies between the evolving faculty role and current faculty education practices are examined. Guiding questions are proposed for expanding faculty educatio n efforts and models to keep pace with the evolving faculty role in providi ng access for college students with LD.