For decades, key legislative acts such as the Rehabilitation Act of 1973, the Individuals with Disabilities Education Act (1975, 1990, 2004), and the Americans with Disabilities Act of 1990 have mandated provisions for greater inclusion for individuals with disabilities in areas of education, access, and employment. Yet despite these historic actions, research indicates that people with disabilities still face negative perceptions and attitudinal barriers (Louvet, 2007; Smart, 2008). The measurement of attitudes held by undergraduate students toward persons with disability may be of primary consideration when attempting to understand contemporary social attitudes, as current undergraduate cohorts are within the first generation in the United States to have grown up wholly in the era of legislatively mandated disability rights. Attitudes are commonly understood to encompass three elements, namely beliefs (a cognitive component), feelings (an affective component), and actions or the intention to act (a behavioral component) (Kowalska & Winnicka, 2013;

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