From Physical Inclusion to Belonging: Perceptions of Social Inclusion of University Students with Intellectual Disabilities

Attending institutes of higher education (IHE) is an emerging context for individuals with intellectual/developmental disabilities (I/DD) across the globe, thus important to understand student’s perspectives about their social inclusion in leisure on campuses. Previous studies have examined the importance of social inclusion of people with I/DD in leisure settings and was the context for this study. Data were collected using photovoice, a universally designed methodology to provide opportunities for students with I/DD to express their perspectives. Photovoice was incorporated into a leisure education course in which students were enrolled. Findings revealed students experienced social inclusion mostly in large group gatherings where there was a degree of anonymity such as large campus gatherings. Smaller gatherings, without a mentor or classmate with I/DD, felt the least socially inclusive. This was particularly evident with spontaneous leisure contexts and some organized groups. Ecological theory was useful in framing this study and understanding findings. Overall, results pointed to university systems may be culturally unprepared to include students with I/DD. Given the increased opportunities for people with I/DD enrolling in university programs across the globe, it is critical that university systems be prepared to accept these students as peers and proactively facilitate social inclusion for meaningful college experiences.