HOW FACULTY TEACHING UNDERGRADUATE STEM COURSES EXPERIENCE EXTENDED TEST TIME ACCOMMODATIONS

ABSTRACTThis analysis of thematic patterns in science, technology, engineering, and mathematics (STEM) faculty stories gathered using basic narrative inquiry explores how faculty teaching undergraduate STEM courses perceive and experience providing extended test time accommodations for students with disabilities (SWDs). Guided by a constructivist approach (Evans et al., 2017) and theoretical frameworks, including Sanford's (1967) challenge and support theory, disability studies (Society for Disability Studies, 2015), and universal design for learning (UDL; Meyer et al., 2013), this study aims to uncover how faculty attitudes, beliefs, and other factors affect their receiving, interpreting, and ultimately granting (or not granting) of extended test time accommodations requests for SWDs in their STEM courses. This research adds relevant insights to the existing literature on accommodations for SWDs in higher education, with particular attention given to STEM faculty perspectives and extended test time accommodations. Its outcomes have implications for academia and student support services. The findings can inform effective policies, training, and support mechanisms to ensure accessibility and success of those with disabilities in STEM disciplines, ultimately deepening understanding of extended test time accommodations that create inclusive educational environments in these fields. INDEX WORDS: Educational equity, Academic accommodations, STEM education, Faculty perspectives, Disabilities, Extended test time accommodations, Inclusive learning, Self-advocacy, Ableism, Intersectional identities