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Chapter 12 - Combating the Exclusion and Marginalisation of Persons with Intellectual Disabilities in Higher Education in the United States

from Part II - Deconstructing Marginalisation

Published online by Cambridge University Press:  06 September 2020

By
Matthew S. Smith  and
Michael Ashley Stein
Edited by
Jacqueline Bhabha ,
Wenona Giles  and
Faraaz Mahomed
Jacqueline Bhabha
Affiliation:
Harvard University, Massachusetts
Wenona Giles
Affiliation:
York University, Toronto
Faraaz Mahomed
Affiliation:
FXB Center for Health and Human Rights
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Summary

Increasingly, students with intellectual disabilities (ID) in the United States are overcoming historical barriers to accessing traditionally exclusionary higher education. These gains undoubtedly represent a hard-fought victory for the broader disability rights movement. However, this advance has not come through enforcing the civil rights and non-discrimination statutes that generated disability rights victories in other areas or the disability-specific education laws that promoted access to primary and secondary schooling. Instead, many students with ID are accessing higher education opportunities through specialised programmes, often styled as ‘inclusive’ despite their segregated nature. Such programmes present new arenas for familiar forms of disability-based discrimination to once more manifest — such as suspect admissions criteria, second-class status and biased disciplinary procedures. Thus, despite the proliferation of inclusive post-secondary programmes, there remains an urgent social need to address barriers to full and effective participation in higher education that students with ID continue to face when navigating university and college campuses.

Keywords

inclusive higher educationcivil rightsnon-discriminationHigher Education Opportunities Acttransition and post-secondary programmes for students with intellectual disability (TPSID)
Type
Chapter
Information
A Better Future
The Role of Higher Education for Displaced and Marginalised People
 , pp. 268 - 291
Publisher: Cambridge University Press
Print publication year: 2020

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