Campus Attitudes Toward Academic and Social Inclusion of Students With Intellectual Disabilities

• In Event: AERA Roundtable Session 5
  In Roundtable Session: Disability-Centered Systemic Change in Postsecondary Education

Abstract

Empirical evidence suggests college attendance by students with intellectual disabilities results in academic/social benefits. However, insufficient literature has explored the attitudes of university constituent groups toward the social and academic inclusion of students with ID Administrators, faculty, staff, and students of a Southeastern public university were surveyed to examine attitudes toward including students with ID in academic and social activities on campus to fill this knowledge gap. Differences in attitudes were examined based on participants’ academic discipline, gender, and role. The results indicate that constituencies had positive attitudes toward the participation of students. However, significant differences were found in academic disciplines; the College of Education had the most positive attitudes, while the College of Business had the least positive responses.

Authors

• Alyssa Sanabria, Florida Gulf Coast University

• Douglas Carothers, Florida Gulf Coast University

• Katie Curwick