Participation in recreation can produce health benefits for all college students and open pathways to inclusion for individuals with intellectual and/or developmental disabilities (IDD). Despite the growing number of college students with IDD on over 260 college campuses across the United States, there is a dearth of literature exploring their inclusion within campus recreation. This study examined how organizational culture of campus recreation departments and inclusive postsecondary education (IPSE) programs support and inhibit inclusion of college students with IDD. A constructivist qualitative case study design, which was instrumental and collective, was used with two universities in the Eastern Time Zone and one university in the Central Time Zone of the United States. A document review and individual interviews with administrative and frontline staff were conducted with each campus recreation department. An iterative and comparative process of analysis was utilized and included the use of poetic analysis. The results of this study revealed a critical need to assess and examine the inclusion of these students within campus life at large.

参加娱乐活动可以为所有大学生带来健康益处，并为智力和/或发育障碍（IDD）的个人开放包容途径。尽管在美国260多个大学校园中，患有IDD的大学生人数不断增加，但仍缺乏文献探讨将其纳入校园娱乐活动中的情况。这项研究探讨了校园娱乐部门的组织文化和全日制高等教育（IPSE）计划如何支持和抑制IDD大学生的融入。一种构造主义的定性案例研究设计，具有工具性和集体性，被美国东部时区的两所大学和美国中部时区的一所大学使用。每个校园娱乐部门都进行了文件审查以及与行政和前线人员的个人访谈。利用了迭代和比较的分析过程，其中包括使用诗意分析。这项研究的结果表明，迫切需要评估和检查这些学生在整个校园生活中的融入程度。