Inclusion at a University: Experiences of a Young Woman With Down Syndrome

Abstract

For young adults with developmental disabilities, postsecondary experiences on a university campus with same-age peers can provide opportunities for learning and social integration. Through the collaborative support of university instructors, a preservice teacher, and her mother, a young woman with Down syndrome was successfully included in a speech communications course at a 4-year, private university. Our purpose here was to explore the impact of this experience on the student, her classmates, and preservice teacher who offered peer support. The experience provided opportunities for interaction with age-appropriate peers and was a positive learning experience for all participants. Challenges emerged related to assessment, expectations, and building relationships. Implications for potential inclusive transition opportunities at the university were discussed.

An Investigation of Attitude Change in Inclusive College Classes Including Young Adults With an Intellectual Disability

“…Furthermore, it cannot be determined from the current data whether these changes will translate into behavioral consequences or continue to be observed in future courses. Other examinations of inclusive coursework suggest that inclusive classroom interactions can lead to genuine friendships among students with and without disabilities (e.g., Casale‐Giannola & Wilson Kamens, ; Hamill, ) and greater comfort for traditional students who interact with students with intellectual disabilities (Causton‐Theoharis, Ashby, & DeClouette, ). It will be essential to do follow‐ups to determine if the attitudinal changes observed here persist beyond the duration of the inclusive experience, and whether the changes in attitude translate into measurable, long‐term behavior change.…”

Attitudes Toward Including Students With Intellectual Disabilities at College

“…Offering an important first insight on attitudes toward including students with ID in postsecondary settings, Casale‐Giannola and Kamens () conducted a descriptive study about the experiences of a student with Down syndrome at a 4‐year private university. The authors surveyed classmates of this student, asking respondents to rate their level of agreement with the statement, “The professor will have to give extra attention to a student with a cognitive disability which will take away time from other students in the class.” Comparison of the presurvey and postsurvey responses revealed a significant, positive change in student attitudes related to this item.…”

Education and children with Down syndrome: Neuroscience, development, and intervention

“…These efforts have led to notable milestones in the advancement of education in Down syndrome, including cases in the literature of young adults with Down syndrome attending university courses [Hamill, 2003;Casale-Giannola and Wilson Kamens, 2006] and achievements in the area of educating children and adolescents in inclusive environments . The past five years alone have brought innovations that include teacher training interventions to shape attitudes toward inclusion in Down syndrome [Campbell et al, 2003], a refined understanding of effective inclusive practice in Down syndrome [Wolpert, 2001], and new instructional approaches involving computer technology [Lloyd et al, 2006;Ortega-Tudela and Gomez-Ariza, 2006].…”