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Implementing SRV: Post-secondary education as a pathway to socially valued roles

Implementing SRV: Post-secondary education as a pathway to socially valued roles

For the past several years, Inclusive Post-secondary Education (IPSE) has been evolving in scope and practice at post-secondary institutions in Alberta, Canada. IPSE programs include and support adults with intellectual disabilities to participate alongside other post-secondary students in a normative university and college experiences. This article will discuss how socially valued roles can be attained through post-secondary education, and careful attention to constructs such as model coherency. Organizational structure, role coherency, and the supports necessary to maintain integrity, are seen as key factors in achieving Social Role Valorization (SRV). Although organizational structure and practice vary across Alberta, the authors present an effective model for implementing SRV through post-secondary education. 

APA Citation: 

Bowman, P., & Weinkauf, T. (2004). Implementing SRV: Post-secondary education as a pathway to socially valued roles. [Electronic version]. International Journal of Disability, Community and Rehabilitation, 3(1),

Year of Publication: 
2004
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