Resource Library

Inclusive Postsecondary Education - An Evidence-Based Moral Imperative

Inclusive Postsecondary Education - An Evidence-Based Moral Imperative

Although today many more examples of postsecondary educational opportunities being made available to students are expanding for adults with intellectual disabilities (ID), the majority of these opportunities are either segregated or partially segregated with few accommodating students with significant disabilities or challenging behaviors. In this article, the authors take the position that the desire for inclusive education and the beliefs and principles of inclusive practices must be the foundation for inclusive postsecondary education (IPSE). The rationale for such an approach is based on positive outcomes derived for young adults where opportunities for inclusion in the context of universities, colleges, and technical schools offer a powerful context for embedding students in the normative pathways that can lead to positive lifelong outcomes. As inclusive schooling remains a controversial issue even after 40 years of supportive published research and demonstrated practice, it is not surprising that full IPSE opportunities are limited. The authors hold to the principles of inclusion as the foundation for postsecondary education given the known failure of segregated education to result in positive social and economic outcomes. The authors explore the means of achieving better futures for students with ID through IPSE. This article highlights the findings of 25 years experience across the province of Alberta in implementing 18 IPSE initiatives for young adults with the full range of ID. Available to subscribers at">">

APA Citation: 

Uditsky, B. and Hughson, E. (2012), Inclusive Postsecondary Education—An Evidence-Based Moral Imperative. Journal of Policy and Practice in Intellectual Disabilities, 9: 298–302. doi: 10.1111/jppi.12005

Year of Publication: 
Media Type(s): 
Publication Type(s):