Teaching Staff Perspectives on the Inclusion of Students with Intellectual Disability at University

Introduction: Higher education provides an environment for growth in social networks whilst increasing employment opportunities. Inclusive higher education programs for people with ID facilitate awareness of appropriate supports to attend university. Research has explored perspectives of students with ID, peers, family, and program coordinators; however, experiences and attitudes of teaching staff (lecturers/tutors) has received less attention. This study aimed to investigate attitudes and experiences of university teaching staff towards inclusion of students with ID at university.

Methods: A qualitative grounded theory design was used. Participants were recruited from an inclusive higher education auditing program at an Australian university (n = 3) and the wider teaching population at the same university (n = 2). Semi‐structured interviews explored: understanding of ID, inclusive teaching practices, and attitudes towards inclusion of students with ID.

Results: Results will be discussed under the following themes: limited knowledge/understanding of ID; varied interpretation of inclusion; and influence of University systems. Findings associated with the inclusive auditing program will also be presented.

Implications: The University has an inclusive philosophy, yet participants reported limited understanding of inclusive practices. Viewpoints of teaching staff can inform universities about how to encourage inclusive teaching practices, enabling students with ID to successfully attend university with appropriate practices and supports.