Inclusive post-secondary education: Human rights can legislate change but can it create acceptance?
This academic paper examines the goals of inclusive postsecondary education for students with intellectual disabilities, within the context of a broader political movement, that of inclusive community living, and explores the limitations of a rights discourse as the foundation for advocacy and social change. The author deconstructs the "othering" of persons with disabilities, exposes the separate special education system as a form of institutional exclusion and oppression, and asserts that full inclusion is possible through modifications and adaptations to curriculum and instruction. However, in order for these institutional changes to occur, educators must re-envision inclusion, rather than exclusion, as the normative practice of educational institutions. The article includes profiles of inclusive postsecondary educational programs in Canada and examines the current state of research supporting full inclusion in postsecondary settings.
Guenette, F. (2003). Inclusive post-secondary education: Human rights can legislate change but can it create acceptance?