Institutes of higher education have encountered an increase in enrollment of students with intellectual disability (ID). This increase is due, in part, to societal movements (e.g., inclusive participation in life activities) and federal legislation. There are potential benefits to both individuals with ID and society when students within this population complete college (e.g., earn certificates, a collection of completed courses and experiences, increased future employment opportunities). Nevertheless, there are barriers to college that students with ID need to overcome to have successful experiences, particularly in their academic or functional academic courses. This paper presents numerous instructional technologies grounded in behavior analytic strategies and Universal Design for Learning (UDL) that university faculty might implement in their courses and/or recommend to their students for studying to facilitate the learning of college students with ID and their classmates.

高等教育机构的智障 (ID) 学生入学率有所增加。这一增长部分是由于社会运动（例如，包容性地参与生活活动）和联邦立法。当这个群体中的学生完成大学学业（例如，获得证书、完成课程和经验的集合、增加未来的就业机会）时，对有 ID 的个人和社会都有潜在的好处。尽管如此，智障学生需要克服一些障碍才能获得成功的经验，特别是在他们的学术或功能性学术课程中。