Perspectives of Students Labeled Intellectually Disabled at College: Using Disability Studies in Education as a Lens to Contemplate Inclusive Postsecondary Education

Bacon, Jessica; Baglieri, Susan

doi:10.1163/25888803-bja10007

Cited by 9 publications

(3 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Models of education for people with Intellectual Disability at HE identified in the literature, include mixed or hybrid models, substantially separate models and fully inclusive individual support models (Hart et al, 2006). Research on teaching delivered in these models is sparse, was conducted predominantly in the US and Canada and to a lesser extent Australia and Ireland, reflects the perspective of educators rather than students, shows that staff are seeking guidance on inclusive teaching, and offers no definitive answers about which adaptations to curriculum and teaching are most effective (Bacon & Baglieri, 2022, ;Lee & Taylor, 2022;Whirley et al, 2020;Becht et al, 2020;Aston, 2019;O'Connor et al, 2012). Key themes in the literature include supports to facilitate inclusion, teaching modifications and adaptations, and faculty training needs.…”

Section: Inclusive Education For People With Intellectual Disability ...mentioning

confidence: 99%

Inclusive Postsecondary Education for People with Intellectual Disabilities: Teaching Methodologies and Practices of Translating Rights into Practice

Maxwell,

O’Callaghan,

Leane

2024

Pedagogia i Treball Social

View full text Add to dashboard Cite

Article 24 of the Convention on the Rights of Persons with Disabilities (CRPD) forms the cornerstone of the right to “inclusive education”, outlining in subsection 1 that, States “shall ensure an inclusive education system at all levels” (2006). The Committee on the Rights of Persons with Disabilities has stated that inclusion “involves a process of systemic reform embodying changes and modifications in content, teaching methods, approaches, structures and strategies in education” (2016, [11]). However, this right to inclusive education has not been realised in any systematic way for students with intellectual disabilities (ID) in Postsecondary education (PSE). This article will (1) explore the right to inclusive education for people with disability established under the CRPD (2) review existing research on pedagogies and practices for teaching students with ID in PSE models in Ireland, Canada, the US and Australia, (3) describe how a rights-based PSE programme was developed in an Irish university (UCC), and (4) argue that critical reflection, documentation and sharing of pedagogies and practices of rights-based PSE is key to development and dissemination of practice insights in this emergent field of education.

show abstract

Section: Inclusive Education For People With Intellectual Disability ...mentioning

confidence: 99%

Inclusive Postsecondary Education for People with Intellectual Disabilities: Teaching Methodologies and Practices of Translating Rights into Practice

Maxwell,

O’Callaghan,

Leane

2024

Pedagogia i Treball Social

View full text Add to dashboard Cite

show abstract

“…The inclusive practices of IPSE programs vary widely (Grigal et al, 2021). As students with IDD access higher education for the first time, many find it to be an extension of the K–12 experience—growth is possible, but bounded by the values and priorities of families, teachers, and administrators (e.g., Bacon & Baglieri, 2021; Francis et al, 2019). Higher education systems, structures, and services may act as a barrier to optimal growth for students with IDD, as they are often designed for students without disabilities through an ableist lens (Dolmage, 2017).…”

mentioning

confidence: 99%

“…Some advocates established special interest groups and designed tools to support programs in evaluating and increasing authentic inclusion (e.g., Jones et al, 2015). Despite these efforts, programs often water down risk (driven by fear of the most extreme scenarios) through extensive supports and restrictions, effectively diminishing opportunities for mistakes, failure, success, and choice (Bacon & Baglieri, 2021; Uditsky & Hughson, 2012). To develop into their full selves, college students with IDD require access to the full range of experiences and opportunities as their peers.…”

mentioning

confidence: 99%

“Messy Inclusion”: A Call for Dignity of Risk in Inclusive Postsecondary Education

Bumble

Worth

Athamanah

et al. 2021

Inclusive Practices

View full text Add to dashboard Cite

As inclusive postsecondary education (IPSE) programs emerge and expand across the United States, many young people with intellectual and developmental disabilities (IDD) have access to higher education for the first time. To support growth and identity development, students with IDD should have access to all aspects of college life (e.g., activities, relationships, opportunities). Furthermore, students with IDD should have the freedom to take emotional, physical, and intellectual risks relative to those of their peers without disabilities. This leading edge article is written by practitioners and researchers with and without disabilities associated with the University of Missouri St. Louis IPSE program, Succeed. To center the voices of persons with disabilities, any direct quotations are in italics. In this article, we advocate for increased dignity of risk in IPSE, present a model to assess and make programmatic decisions regarding dignity of risk in IPSE, and highlight five philosophical values that guide our work toward “messy inclusion.”

show abstract

Achieving Accessibility on a Budget: Aksaray University's Strategy for Supporting Students with Disabilities

Islek,

Uyanik

2024

Transforming Media Accessibility in Europe

View full text Add to dashboard Cite

Much emphasis has been put on the inclusivity of educational opportunities in international agreements, conventions, and declarations, with the valuable work that continues to be done globally. However, one area needs more attention for disability-inclusive international development, that is, higher education, which is still limited and not fully inclusive or accessible for individuals with disabilities globally (Covas & de Luna, 2019). This chapter presents a case study of the Aksaray University in the Republic of Türkiye. This chapter aims to deconstruct the Turkish social system with emphasis on education and employment first and show an example of how the current system is disrupted to ensure the proper application of international agendas that Türkiye is officially and legally a part of. For this chapter an eclectic approach is used combining a wicked problem frame with disability studies in education from a reconceptualist perspective. This chapter is arranged into four sections, including (a) background on education and employment in the Turkish legal and social system to understand the foundation of current systems that is a gateway or product of higher education for individuals with disabilities; (b) recent understanding of the inclusive, accessible, and nondiscriminatory higher education and where the Turkish higher education system stands in it for individuals with disabilities; (c) a case example of Aksaray University for how to disrupt the system by provision of the disability support services within the university; and (d) conclusion with future implications for policy, research, and practice.

show abstract

Perspectives of Students Labeled Intellectually Disabled at College: Using Disability Studies in Education as a Lens to Contemplate Inclusive Postsecondary Education

Cited by 9 publications

References 26 publications

Inclusive Postsecondary Education for People with Intellectual Disabilities: Teaching Methodologies and Practices of Translating Rights into Practice

Inclusive Postsecondary Education for People with Intellectual Disabilities: Teaching Methodologies and Practices of Translating Rights into Practice

“Messy Inclusion”: A Call for Dignity of Risk in Inclusive Postsecondary Education

Achieving Accessibility on a Budget: Aksaray University's Strategy for Supporting Students with Disabilities

Contact Info

Product

Resources

About