The Inclusive Higher Education Imperative: Promoting Long-Term Postsecondary Success for Students with Intellectual Disabilities in the COVID-19 Era

Despite a growing societal commitment to include students with intellectual disabilities (ID) on college and university campuses, including a robust proliferation of programs in recent years, postsecondary outcomes for these students lag far behind those of non-disabled students and students with ot...

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Bibliographic Details
Published inThe Journal of rehabilitation Vol. 87; no. 1; pp. 48 - 54
Main Authors Sheppard-Jones, Kathy, Moseley, Emily, Kleinert, Harold, Collett, Johnny, Rumrill, Phillip
Format Journal Article
LanguageEnglish
Published Alexandria National Rehabilitation Association 01.01.2021
Subjects
Care and treatment
COVID-19
Demographic aspects
Education
Education, Higher
Higher education
Inclusive education
Intellectual disabilities
Laws, regulations and rules
Mainstreaming in education
Pandemics
Special needs students
Students with disabilities
Vocational rehabilitation
United States
United States > US
Kentucky
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Summary:Despite a growing societal commitment to include students with intellectual disabilities (ID) on college and university campuses, including a robust proliferation of programs in recent years, postsecondary outcomes for these students lag far behind those of non-disabled students and students with other types of disabilities. This article establishes the need for inclusive higher education programming for students with ID, examines current best practices among colleges and universities in preparing students with ID for adult life roles such as independent living and employment, and describes an innovative statewide support model that is currently being implemented in Kentucky. Implications for delivering inclusive higher education programs in the wake of the COVID-19 pandemic are emphasized throughout the article.
ISSN:0022-4154