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.
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