An Investigation of Attitude Change in Inclusive College Classes Including Young Adults With an Intellectual Disability
Article first published online: 17 DEC 2012
© 2012 International Association for the Scientific Study of Intellectual Disabilities and Wiley Periodicals, Inc.
Journal of Policy and Practice in Intellectual Disabilities
Special Issue: Post-Secondary Education and Young Adults with Intellectual Disabilities Meg Grigal and Debra Hart, Guest Editors
Volume 9, Issue 4, pages 240–246, December 2012
How to Cite
May, C. (2012), An Investigation of Attitude Change in Inclusive College Classes Including Young Adults With an Intellectual Disability. Journal of Policy and Practice in Intellectual Disabilities, 9: 240–246. doi: 10.1111/jppi.12013
- Issue published online: 17 DEC 2012
- Article first published online: 17 DEC 2012
- Manuscript Accepted: 5 OCT 2012
- Manuscript Received: 10 JUN 2012
- intellectual disability;
- secondary education;
Postsecondary education programs for students with an intellectual disability are expanding, and an emerging question concerns the impact of these programs on campus communities. The author examined changes in attitudes toward diversity among peers without disabilities who participated in an inclusive college course that had students with an intellectual disability. The Miville-Guzman Universality-Diversity Scale (M-GUDS) was administered to college students enrolled in either inclusive or noninclusive college classes. M-GUDS scores did not differ between groups at the start of the semester, but students enrolled in inclusive courses showed significantly greater openness to diversity at the end of the semester. Findings suggest that inclusive college programs that enroll both students with and without an intellectual disability in regular college courses may foster positive attitudes about acceptance and diversity among students without such a disability.