Distance Educators Attitudes and Actions towards Inclusive Teaching Practices

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Catherine Cash
Thomas Cox
Debbie Hahs-Vaughn


As distance education continues to increase, it is vital that postsecondary institutions contribute time and resources towards sustaining inclusive teaching practices that decrease barriers and increase opportunities for diverse student populations. This study examined faculty (n = 116) attitudes and actions surrounding online accommodations and inclusive teaching practices that were based on Universal Design for Learning (UDL) principles using the Inclusive Teaching Strategies Inventory-Distance Education (ITSI-DE) online survey instrument. A Pearson product moment correlation confirmed a statistically significant correlation between faculty attitudes and actions towards inclusive teaching practices. Next, a multivariate analyses of variance (MANOVA) affirmed statistically significant differences between faculty attitudes and actions towards inclusive teaching practices based on gender. The implications of this research and future research recommendations are offered.


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Cash, C., Cox, T., & Hahs-Vaughn, D. (2021). Distance Educators Attitudes and Actions towards Inclusive Teaching Practices. Journal of the Scholarship of Teaching and Learning, 21(2). https://doi.org/10.14434/josotl.v21i2.27949


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