Abstract
Inclusive post-secondary education (IPSE) programs for students with intellectual disability are growing rapidly, yet demand still outweighs the availability of programs. To increase the success and sustainability of IPSE, universities must understand stakeholders’ perceptions of inclusion. The Perspectives of Diversity and Inclusion Survey was administered to students at two universities -- a pilot IPSE campus and an existing IPSE campus. Students held largely favorable perceptions of IPSE. Differences in perceptions were evidenced in students’ practices of inclusion, willingness to be peer mentors and receptiveness for inclusion training. Considerations for enhanced training on IPSE campuses and recommendations for future research are provided.
Keywords:
- inclusive post-secondary education
- students with intellectual and developmental disabilities
- perceptions of inclusion
- attitudes towards inclusion
How to Cite:
Blaskowitz, M., Pustorino-Clevenger, A., Licata, A., Killion, M., Borovich, O., Becker, C., Naegler, E., Scott, P., Pustorino-Clevenger, A., Licata, A., Killion, M., Borovich, O., Becker, C., Naegler, E., Scott, P. & Blaskowitz, M.,
(2022) “A Comparison of Student Attitudes on Inclusive Post-Secondary Education at Two Mid-Atlantic Universities”,
Journal of Inclusive Postsecondary Education 4(1).
doi: https://doi.org/10.13021/jipe.2022.3064