People with intellectual disability experiencing university life. Theoretical underpinnings, evidence and lived experience.

Sonst. Personen	O'Brien, Patricia (Hrsg.); Bonati, Michelle L. (Hrsg.); Gadow, Friederike (Hrsg.); Slee, Roger (Hrsg.)
Titel	People with intellectual disability experiencing university life. Theoretical underpinnings, evidence and lived experience.
Quelle	Leiden, The Netherlands: Brill Sense (2018), XXXIV, 293 S.Verfügbarkeit
Reihe	Studies in inclusive education. 42
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISSN	2542-9825
ISBN	9789004394544; 9789004394537; 9789004394551 (E-Book)
Schlagwörter	Learning disabled; Education (Higher); College students with disabilities; Services for; Adaptability (Psychology); Inclusive education; Education and state; Erziehung + Suchen Sie Ihr Suchwort? Learning disabilities; Disabled person; Learning; Lernbehinderung; Behinderter; Lernen; Higher education; Hochschulbildung; Hochschulsystem; Hochschulwesen; College students; Disability; Disabilities; Collegestudent; Behinderung; Service; Dienstleistung; Serviceeinrichtung; Adaptability; Anpassungsfähigkeit; Inklusiver Unterricht; Integrative Schule; Education; State; Bildung; Erziehung; Staat
Abstract	Part 1: Philosophical, theoretical and rights based framework of inclusion -- From institutionalisation to inclusion / Patricia O'Brien and Michelle L. Bonati -- Widening higher education opportunities for students with intellectual disabilities: An overview of program issues and policy implications / Barrie O'Connor, Deborah Espiner and Molly O'Keeffe -- Setting the scene for people with disability to experience university life / Roger Slee -- Part 2: Evidence-based outcomes arising from inclusive university programs across international boundaries -- Inclusive post-secondary education: 30 years: scope, challenges and outcomes / Anne Hughson and Bruce Uditsky -- Inclusive higher education for people with intellectual disability in the United States: An overview of policy, practice, and outcomes / Meg Grigal, Debra Hart and Clare Papay -- Developing an inclusive model of postsecondary education for students with intellectual disability: challenges and outcomes / Anthony J. Plotner, Kathleen J. Marshall, Chelsea Vanhorn Stinnett and Kimberly Teasley. "This book will introduce the reader to international perspectives associated with post-secondary school education for students with intellectual disability attending university settings. Examples of students with intellectual disability gaining their right to full inclusion within university settings are outlined, as well as the barriers and facilitators of such innovation. The four parts of the text will act as a reader for all stakeholders of inclusion at the university level. The first part examines the philosophical, theoretical and rights-based framework of inclusion. The second part provides evidence and insight into eight programs from across the globe, where students with intellectual disability are included within university settings. The third part consists of six chapters associated with the lived experiences of stakeholders in the programs profiled in Part 2. These stories are represented through the voices of former students of inclusive tertiary education initiatives, parents of adult children with intellectual disability who have participated in tertiary education, and lecturers who have taught students with intellectual disability as members of their courses. In the fourth part, critical issues examined, including the role of secondary school counsellors, sustaining post university outcomes, transition from university to employment, inclusive university teaching approaches, and decision-making approaches to successfully implement a tertiary education initiative. The text concludes with a synthesis of the book themes and proposes calls to action with specific tasks to move the rhetoric of human rights into reality for adults with intellectual disability through an inclusive tertiary education"--Provided by publisher.
Erfasst von	Library of Congress, Washington, DC
Update	2019/2/04