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.
|Title of host publication||Lifelong Learning: Community Development|
|Editors||P. Jones, J. Storan, A. Hudson, J. Braham|
|Publisher||Berforts Information Press|
|Publication status||Published - 2012|
Corby, D., Cousins, W., & Slevin, E. (2012). Inclusion of adults with intellectual disabilities in post-secondary and higher education: A review of the literature. In P. Jones, J. Storan, A. Hudson, & J. Braham (Eds.), Lifelong Learning: Community Development (pp. 69-86). Berforts Information Press.