An overview of postsecondary education (PSE) options for students with Autism Spectrum Disorder (ASD) and other Intellectual Disabilities (ID) is shared. Topics include a historical and philosophical discussion outlining how students with ASD and ID can benefit from postsecondary opportunities, a description of current PSE options, and models of implementation.
This "call to action" encourages the reader to challenge the prejudiced assumptions that underlie the exclusion of persons with disabilities from higher education, and bring full inclusion to postsecondary settings. The article explains that the notion of disability is a social construct, and that exclusion on the basis of disability is in fact oppression. The authors situate the exclusion of persons with disabilities from higher education within an understanding that historically, colleges have maintained exclusive environments by restricting access among marginalized groups.
Recent studies of innovative supports and services in postsecondary education reveal more effective and cooperative mechanisms with which to provide supports to individuals with disabilities (Stodden, Jones, & Chang, 2003; Whelley, Hart, & Zafft, 2003). Colleges and universities can design supports that permit consumer choice while avoiding establishment of isolating parallel "service systems." Providing individual supports for students with significant disabilities will establish new and creative alliances driven by wishes and dreams of the students.
This graphic compares traditional pathways to college to alternate forms of access to postsecondary programs for students with intellectual disabilities, including financial aid, entrance requirements, extracurricular activities, etc.
Think College Insight Brief #6 gives an overview of the impact of students with intellectual disabilities in postsecondary education opportunities on teacher education programs. Peer mentoring programs at four universities are described and discussed.
