| dc.description.abstract | Many university campuses in the United States now have inclusive postsecondary education programs (IPSEs) that provide young adults with intellectual and developmental disabilities (IDD) access to higher education. This descriptive qualitative study aimed to explore the attitudes and experiences of students with IDD and their undergraduate peers related to disability, inclusion, and belonging on a college campus at a large private, research-intensive university. Using individual semi-structured interviews, the study included 20 participants who were part of one of the following groups: (a) a young adult with IDD who was enrolled in the university’s IPSE program, (b) an undergraduate student who served as a peer mentor with the IPSE program, or (c) an undergraduate student who was unaffiliated with the IPSE. Findings about student’s attitudes were summarized across participant groups, showing that students across groups had similar personal definitions of inclusion, belonging, and disability. Students experiences with social interactions and relationships varied, however, which was summarized across four themes: (a) Campus involvement, (b) Social interactions, (c) Relationships, and (d) Campus culture. Implications for research and practice are shared that relate to the need for IPSE staff and university administrators to leverage individual connections across students in different groups to build meaningful relationships for students with IDD and their peers in inclusive universities. | en_US |
