Participation in inclusive postsecondary education (IPSE) programs yields benefits for students with intellectual disability, yet little is known about their classroom-related, nonacademic thoughts, attitudes, and behaviors, sometimes referred to as academic enabling behaviors (AEBs). AEBs include academic engagement, interpersonal skills, motivation, and study skills. The research team explored IPSE staff’s understandings of IPSE students’ AEB strengths. Ten staff from IPSE programs participated in semistructured interviews. Data were analyzed using Consensual Qualitative Research. Results suggest students have strengths that span multiple AEBs and that these strengths can be leveraged to support strengths-based assessment and intervention.

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