Abstract
| Language | English |
|---|---|
| Title of host publication | Lifelong Learning: Community Development |
| Editors | P. Jones, J. Storan, A. Hudson, J. Braham |
| Pages | 69-86 |
| Publication status | Published - 2012 |
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Inclusion of adults with intellectual disabilities in post-secondary and higher education: A review of the literature. / Corby, Deirdre; Cousins, Wendy; Slevin, Eamonn.
Lifelong Learning: Community Development. ed. / P. Jones; J. Storan; A. Hudson; J. Braham. 2012. p. 69-86.Research output: Chapter in Book/Report/Conference proceeding › Chapter
TY - CHAP
T1 - Inclusion of adults with intellectual disabilities in post-secondary and higher education: A review of the literature
AU - Corby, Deirdre
AU - Cousins, Wendy
AU - Slevin, Eamonn
PY - 2012
Y1 - 2012
N2 - Education has been identified as a human right (Article 26 of the Universal Declaration of Human Rights, United Nations, 1948). This right is extended to all groups in society including those with intellectual disability. In 2005, UNESCO produced guidelines for inclusion which summarised much of the work done in this area. The guidelines highlight the importance of inclusion and the effects of exclusion. The purpose of this chapter is to present a review of the literature available within the last ten years regarding the inclusion of people with disability in post-secondary and higher education. While evidence is emerging that people with intellectual disability are included in post-secondary and higher level institutions, this inclusion may not always be visible. Often inclusion is achieved by delivering specialised courses or modules or by providing opportunities to be included with but not necessarily achieve the same credits as their non-disabled peers. The review is presented using the themes of education and policy; inclusion in post-secondary and higher education; the case for inclusion; barriers to inclusion; the implications for post-secondary and higher education; and experiences of inclusion. In concluding the review possible directions for future research are also outlined.
AB - Education has been identified as a human right (Article 26 of the Universal Declaration of Human Rights, United Nations, 1948). This right is extended to all groups in society including those with intellectual disability. In 2005, UNESCO produced guidelines for inclusion which summarised much of the work done in this area. The guidelines highlight the importance of inclusion and the effects of exclusion. The purpose of this chapter is to present a review of the literature available within the last ten years regarding the inclusion of people with disability in post-secondary and higher education. While evidence is emerging that people with intellectual disability are included in post-secondary and higher level institutions, this inclusion may not always be visible. Often inclusion is achieved by delivering specialised courses or modules or by providing opportunities to be included with but not necessarily achieve the same credits as their non-disabled peers. The review is presented using the themes of education and policy; inclusion in post-secondary and higher education; the case for inclusion; barriers to inclusion; the implications for post-secondary and higher education; and experiences of inclusion. In concluding the review possible directions for future research are also outlined.
M3 - Chapter
SN - 978-1-905858-29-3
SP - 69
EP - 86
BT - Lifelong Learning: Community Development
A2 - Jones, P.
A2 - Storan, J.
A2 - Hudson, A.
A2 - Braham, J.
ER -