Enhancing Inclusivity in Higher Education: Faculty Insights on Teaching Students With Intellectual Disabilities

• In Event: Inclusive Transition: Preparing Students With Disabilities for Postsecondary Success

Abstract

This qualitative phenomenological study explores the experiences and perspectives of 11 university faculty members who taught students with intellectual disabilities (ID) from a Comprehensive Transition and Postsecondary (CTP) program. Using a social constructivist framework, the study identifies three primary themes through thematic analysis: acceptance, academic approaches, and support. The findings address a gap in existing literature by examining faculty attitudes towards disabilities, inclusive classroom environments, and effective teaching pedagogies. Recommendations for improving inclusion on campuses with CTP programs include training for students and staff regarding disability law along with providing faculty with professional development related to inclusive pedagogy.

Authors

• Jennifer Mizell Marks, Florida Gulf Coast University

• Hasan Aydin, Florida Gulf Coast University

• Alyssa Sanabria, Florida Gulf Coast University