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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| Published in | The Journal of rehabilitation Vol. 87; no. 1; pp. 48 - 54 |
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| Main Authors | , , , , |
| Format | Journal Article |
| Language | English |
| Published |
Alexandria
National Rehabilitation Association
01.01.2021
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| Subjects | |
| Online Access | Get full text |
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| Abstract | 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. |
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| AbstractList | 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. Keywords: poverty, race, disability, vocational rehabilitation 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. |
| Audience | Professional Academic |
| Author | Collett, Johnny Rumrill, Phillip Sheppard-Jones, Kathy Kleinert, Harold Moseley, Emily |
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| Copyright | COPYRIGHT 2021 National Rehabilitation Association Copyright National Rehabilitation Counseling Association Jan-Mar 2021 |
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| Snippet | Despite a growing societal commitment to include students with intellectual disabilities (ID) on college and university campuses, including a robust... |
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| SubjectTerms | 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 |
| Title | The Inclusive Higher Education Imperative: Promoting Long-Term Postsecondary Success for Students with Intellectual Disabilities in the COVID-19 Era |
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