Aylward, M Lynn; Bruce, C. (2014). Inclusive Post-Secondary Education in Canada : Transition to somewhere for students with intellectual disabilities. Journal of the Association of Special Education, 15(2), 42–47.

RESOURCES

VIDEOS

ARTICLES

Inclusive Post-secondary Education
Articles:

Uditsky, B., & Hughson, E. (2012). Inclusive Post secondary Education: An evidence-based moral imperative. Journal of Policy and Practice in Intellectual Disabilities, 9 (4), 298–302.

Aylward, M Lynn; Bruce, C. (2014). Inclusive Post-Secondary Education in Canada : Transition to somewhere for students with intellectual disabilities. Journal of the Association of Special Education, 15(2), 42–47.

Emerging emancipatory understanding of Developmental and Intellectual Disability

Goodley, D. (2007). Towards socially just pedagogies: Deleuzoguattarian critical disability studies. International Journal of Inclusive Education, 11(3), 317–334. https://doi.org/10.1080/13603110701238769

Kliewer, C., Biklen, D., & Petersen, A. (2015). At the End of Intellectual Disability. Harvard Educational Review, 85(1), 1–28. https://doi.org/10.17763/haer.85.1.j260u3gv2402v576

Inclusion/Exclusion in Education

Slee, R. (2001). Driven to the Margins: Disabled students, inclusive schooling and the politics of possibility. Cambridge Journal of Education, 31(3), 385–397. https://doi.org/10.1080/03057640120086620

Inclusive Post-secondary Education

Resources:

O’Brien, J., Bowman, T., Chesley, B., Hughson, E., & Uditsky, B. (2012). Inclusive Post-secondary Education: Measuring quality and improving practice.

This tool was developed to evaluate IPSE initiatives in Alberta and promote continuous quality improvement.  The tool was commissioned by the Alberta Government and has been used to evaluate initiatives in BC. The document articulates eight commitments of IPSE and establishes 9 benchmarks that are used to evaluate the quality of inclusion that is fostered by an IPSE initiative.  The following four commitments of inclusive post-secondary are the most relevant for instructors are: (1) we demonstrate confidence in the positive possibilities of life-ling inclusion; (2) we support an authentic student experience; (3) we minimize difference and (4) we embed the student’s experience in the relationships, activities routines and rhythms of the campus by building alliances.
 
The following benchmarks can be helpful for professors who want to reflect on creating inclusive academic opportunities in their courses:

1. Students are fully engaged in class learning experiences
2. Students belong to their class
3. Students pursue a coherent course of study
4. Students benefit from and contribute to campus life
5. Students pursue an inclusive life-path after graduation

Mosoff, J., Greenholtz, J., & Hurtado, T. (2009). Assessment of Inclusive Post-Secondary Education for Young Adults with Developmental Disabilities.

This report describes the first phase of a three phase study that was undertaken to inform the development of an assessment protocol for inclusive post-secondary education to be used across Canada. The report begins by defining IPSE and emphasizes that IPSE is an ongoing process of working towards an authentic student experience where students with developmental disabilities have the same opportunities at post-secondary as the general population.  These opportunities include furthering education & skills, promoting employment, learning and socializing with a diverse range of people, forming life defining relationships and meeting the challenges of student life.  In the fist phase, the authors held discussions with key stakeholders in IPSE (students, faculty, parents, non-academic staff) to identify themes relating to significance of IPSE.  The following five themes were identified: confidence, student engagement, impact on institution, individuality & choice, and authenticity.  The authors then go on to discuss the difficulties in assessing ipse education using existing approaches.  The identify assessment tools from the field of disability and the field of student engagement and how to incorporate elements that align with the goals of IPSE.

Inclusive Post-secondary Education
Articles:

Videos:

Living the Dream - Inclusive Post-secondary Education
This video, produced by Inclusion Alberta, provides an overview of IPSE and features interviews with faculty, students and families connected to IPSE in Alberta.

Inclusive Post-secondary Education: Changing Lives, Creating Possibilities
This video, also produces by Inclusion Alberta, features interviews with post-secondary faculty and administrators who share how 30 years of IPSE has influenced their campuses.

Other Resources:

What they don't know will hurt them: Going beyond instructional level for students with disabilities
This blog post describes how limiting students with disabilities to curriculum that is based on instructional level has significant negative consequences for students.  The author uses the concept of relevancy to highlight the importance of including students with developmental disabilities.  When students with developmental disabilities have access to the broader curriculum they are able to engage with content that is relevant to their peers and the broader society.  This engagement shifts perceptions and build connections through shared experience.