Faculty Perceptions Regarding the Inclusion of Students With Intellectual Disability in University Courses

Abstract

Researchers established that inclusive postsecondary education programs are beneficial for students with and without disabilities. However, research regarding faculty perspectives of these programs and faculty-perceived benefits and challenges is limited. This qualitative study interviewed faculty members (n=8) at a university in the southeastern United States who included university students with an intellectual disability in their general courses. The purpose of this study was to explore the perceptions of university faculty regarding the benefits and challenges of including students with intellectual disability in their courses, as well as gaining their recommendations for faculty members who may include students with ID in future courses. Key findings included higher levels of inclusivity, increased awareness of disability, increased engagement, and a focus on improving teaching skills. Challenges were identified in the areas of awareness, worrying about making mistakes, and practical concerns. Recommendations for future instructors included being prepared with strong pedagogy, having structured classroom management plans, and being provided the opportunity to meet students with ID prior to future inclusive courses.