Campus Attitudes Toward Academic and Social Inclusion of Students with Intellectual Disability
Empirical evidence suggests that college attendance by students with intellectual disability (ID) results in numerous short- and long-term academic and social benefits. However, insufficient literature has explored the attitudes of constituent groups of universities toward the social and academic in...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
OpenED Network
2021-04-01
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| Series: | Journal of Curriculum Studies Research |
| Subjects: | |
| Online Access: | https://curriculumstudies.org/index.php/CS/article/view/75 |
| _version_ | 1797907132890218496 |
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| author | Douglas Carothers Hasan Aydin Clarisse Halpern |
| author_facet | Douglas Carothers Hasan Aydin Clarisse Halpern |
| author_sort | Douglas Carothers |
| collection | DOAJ |
| description | Empirical evidence suggests that college attendance by students with intellectual disability (ID) results in numerous short- and long-term academic and social benefits. However, insufficient literature has explored the attitudes of constituent groups of universities toward the social and academic inclusion of students with ID before introducing these students to educational programs on campus. This paper reports on the results of a survey applied to administrators, faculty, staff, and students of a Southeastern public university to examine their attitudes toward students with ID in college academics and social activities on campus. The differences in attitudes were also examined based on the participants’ academic discipline, gender, and role within the academic community. The results indicate that all constituencies on campus had positive attitudes toward the participation of students with ID in college academics. However, significant differences were found based on their academic disciplines; participants from the College of Education had the most positive attitudes, while those from the College of Business had the least positive responses. Recommendations for future research are included. The article emphasizes the benefits of planning inclusive post-secondary programs to include students with ID and create a welcoming education environment to provide the best possible education to all students. |
| first_indexed | 2024-04-10T10:31:44Z |
| format | Article |
| id | doaj.art-1c2112e0559f427c8928a707484e26f6 |
| institution | Directory Open Access Journal |
| issn | 2690-2788 |
| language | English |
| last_indexed | 2024-04-10T10:31:44Z |
| publishDate | 2021-04-01 |
| publisher | OpenED Network |
| record_format | Article |
| series | Journal of Curriculum Studies Research |
| spelling | doaj.art-1c2112e0559f427c8928a707484e26f62023-02-15T16:21:04ZengOpenED NetworkJournal of Curriculum Studies Research2690-27882021-04-0110.46303/jcsr.2021.2Campus Attitudes Toward Academic and Social Inclusion of Students with Intellectual DisabilityDouglas CarothersHasan AydinClarisse Halpern0Florida Gulf Coast UniversityEmpirical evidence suggests that college attendance by students with intellectual disability (ID) results in numerous short- and long-term academic and social benefits. However, insufficient literature has explored the attitudes of constituent groups of universities toward the social and academic inclusion of students with ID before introducing these students to educational programs on campus. This paper reports on the results of a survey applied to administrators, faculty, staff, and students of a Southeastern public university to examine their attitudes toward students with ID in college academics and social activities on campus. The differences in attitudes were also examined based on the participants’ academic discipline, gender, and role within the academic community. The results indicate that all constituencies on campus had positive attitudes toward the participation of students with ID in college academics. However, significant differences were found based on their academic disciplines; participants from the College of Education had the most positive attitudes, while those from the College of Business had the least positive responses. Recommendations for future research are included. The article emphasizes the benefits of planning inclusive post-secondary programs to include students with ID and create a welcoming education environment to provide the best possible education to all students.https://curriculumstudies.org/index.php/CS/article/view/75campus attitudesacademic inclusionsocial inclusionintellectual disabilitydiversity and inclusionhigher education |
| spellingShingle | Douglas Carothers Hasan Aydin Clarisse Halpern Campus Attitudes Toward Academic and Social Inclusion of Students with Intellectual Disability Journal of Curriculum Studies Research campus attitudes academic inclusion social inclusion intellectual disability diversity and inclusion higher education |
| title | Campus Attitudes Toward Academic and Social Inclusion of Students with Intellectual Disability |
| title_full | Campus Attitudes Toward Academic and Social Inclusion of Students with Intellectual Disability |
| title_fullStr | Campus Attitudes Toward Academic and Social Inclusion of Students with Intellectual Disability |
| title_full_unstemmed | Campus Attitudes Toward Academic and Social Inclusion of Students with Intellectual Disability |
| title_short | Campus Attitudes Toward Academic and Social Inclusion of Students with Intellectual Disability |
| title_sort | campus attitudes toward academic and social inclusion of students with intellectual disability |
| topic | campus attitudes academic inclusion social inclusion intellectual disability diversity and inclusion higher education |
| url | https://curriculumstudies.org/index.php/CS/article/view/75 |
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