Shanahan, Theresa G.2017-07-272017-07-272017-04-052017-07-27http://hdl.handle.net/10315/33580This qualitative, arts-based research [ABR] opens dialogue and contributes to the limited literature on Canadian faculty development practices supporting students with disabilities. The project explores best practices and challenges by focusing on Torontos York University. The methodological design takes a hybrid form, braiding case study with ABR monologues. Data sources include faculty development materials, reflective memos/journals, and thirteen qualitative interviews (January-March 2016). Seven interviews were conducted with university leaders who have expertise in faculty development and disability practices; six interviewees were university educators (tenure/tenure track) at different career stages. Findings include a unique pan-university environmental scan of faculty development offerings around disability. Key challenges for faculty development are highlighted, as well as the perspectives and lived experiences of faculty. Five initial recommendations are offered to move forward the discussion on faculty development and disability at York University specifically, and for Post-Secondary Education, broadly.enAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.EducationElectronic Thesis or Dissertation2017-07-27Post-Secondary EducationHigher EducationUniversityQualitative researchMixed qualitative methodsArts-Based ResearchResearch Informed TheatreResearch-Based TheatreCase StudyFaculty DevelopmentStudents with DisabilitiesDisabilityAccessibilitySocial Model of DisabilityLived ExperiencesOntarioCanadaToronto