Peers play a central role in supporting college access for students with intellectual and developmental disabilities (IDD). This review examines available research addressing the perspectives of college student peers on the inclusive postsecondary education (IPSE) movement and their involvement in it. Approximately 2,670 peers—most of whom were female and undergraduates—participated in these 37 studies. We review findings addressing the views of peers on the following topics: (a) motivations for volunteering, (b) effectiveness as a peer support, (c) challenges they encountered, (d) impact of involvement on themselves, (e) impact of IPSE on their campus, (f) recommendations for IPSE programs, and (g) attitudes regarding disability. This research collectively highlights the multiple factors that draw peers to become involved, the experiences peers have within their campus’ programs, the myriad ways in which they and their campus may benefit from this movement, and their views regarding inclusion and disability. We offer recommendations for research and practice aimed soliciting the views and involvement of peers within the inclusive postsecondary education movement.

同伴在支持智力和发育障碍 (IDD) 学生进入大学方面发挥着核心作用。本综述审查了现有研究，这些研究涉及大学生同龄人对包容性高等教育 (IPSE) 运动及其参与的看法。大约 2,670 名同龄人（其中大多数是女性和本科生）参与了这 37 项研究。我们审查了针对以下主题的同行观点的调查结果：（a）志愿服务的动机，（b）作为同伴支持的有效性，（c）他们遇到的挑战，（d）参与对他们自己的影响，（e）校园内的 IPSE，(f) 对 IPSE 计划的建议，以及 (g) 对残疾的态度。这项研究共同强调了吸引同行参与的多种因素，同龄人在他们的校园计划中的经验，他们和他们的校园可以从这场运动中受益的无数方式，以及他们对包容和残疾的看法。我们为研究和实践提供建议，旨在征求同龄人在包容性高等教育运动中的意见和参与。