In Canada, the struggle for people with intellectual disabilities to gain recognition as citizens and to be included in the mainstream has gone on for more than 30 years (Wolfsenberger, 1980; Brown & Smith, 1992). For the past 10 years, the Canadian government and advocates for persons with intellectual disabilities have shifted their efforts from appeals and legislation on the basis of human rights in favour of an emphasis on full citizenship for members of this systemically excluded segment of the population. Higher education and the workplace are two key entry points into full inclusion in civil society. Barriers to entering the post-secondary system reinforce the othering of persons with disabilities (Slee, 2000) as to artificial, segregated post-secondary programmes that deny people with intellectual disabilities the normal transitions into adulthood and participation as citizens taken for granted by most (Uditsky et al, 1988). Unlike its neighbouring province, Alberta, which has inclusive post-secondary education (IPSE) in place for nearly 20 years, British Columbia is a relative latecomer. The first IPSE initiative was started in 2002 and in 2005 only a dozen or so students have been permitted access to post-secondary education, under the auspices of the STEPS Forward Inclusive Post-secondary Education Society (STEPS). This paper will briefly report on existing research into the inclusion of young adults with intellectual disabilities into the campus mainstream, including the experience of Alberta and other jurisdictions. STEPS philosophy of inclusion and its academic and co-op work components will be described as background.