Inclusive postsecondary education: vision, practice, higher education reimagined

Abstract

A dismal future for adults with intellectual disabilities too often includes a life of poverty, social isolation, loneliness, devalued roles and poor health. Families and allies seeking a different trajectory argue that student participation in typical postsecondary education is one more likely pathway to learning, contribution and the good life. Drawing on inclusive educational practices implemented by initiatives in postsecondary institutions in Alberta and British Columbia Canada, this chapter examines the conceptual framework and key features that support current aspirations for an inclusive education. Relational approach and rethinking programmatic structures are described, offering one source of hope for social change.