Lessons Offered by the United States’ Experience in Integrating Students with Intellectual Disability into Postsecondary Education

Abstract

The United States began integrating students with intellectual disability into postsecondary education in the late 1970s. This integration was inspired by the research on effective educational practices. Following the results of this research, federal laws were enacted, requiring colleges and universities to make postsecondary education available to persons with intellectual disability to help gain employment. This study aims to explore the US’ experience with inclusive higher education and summarizes the positive outcomes of the initiatives undertaken by the US. Single qualitative design was used in the current study to review the relevant literature and data from the US. We analyzed the useful lessons offered by the educational experiences and the subsequent employment gain with respect to the case of the US, which could encourage other nations to take similar steps. This article provides valuable insights that can form the basis for formulating a prescriptive theoretical model by researchers and policymakers interested in laying the foundation for successful integration of students with intellectual disability into higher education.