Inclusive Post-Secondary Education

Inclusive post-secondary educational opportunities has become and is expanding as an option for adults with developmental disabilities. Inclusive post secondary education has provided a natural pathway for adults with developmental disabilities to gain access to experts and optimum learning environments in which to pursue adult education and career development which leads to non-traditional, generic employment opportunities.
Two examples of inclusive post-secondary education programs in Alberta are On Campus at the University of Alberta and College Connections at Grant MacEwan Community College. Using natural pathways and educational resources already available in colleges and universities, these programs use innovative and creative ways to adapt elite learning environments to meet the dreams and educational demands of approximately 20 adults. These adults have a wide variety of abilities and some have been labeled severely, profoundly, multiply disabled. There is no minimum academic or intellectual level requirement to participate in the programs.
Students are selected for the program based on a number of criteria: desire to attend, families commitment to support and the individual's interest are among the central qualities looked for in applicants. In order to ensure these educational environments meet the particular needs and capabilities of each student, some common practices and principles were adopted in each of these inclusive programs. These lay the groundwork for individualized learning in as normative circumstances as is available for each student.

• Individualized Pace of Study: selecting a course load that best suits their interests, abilities and experiences. Students usually take fewer classes in the first year than in the last, but on average students attends 3 classes a semester.
• Individualized Educational Goals: placing emphasis on such attributes as skill development, personal growth, experimental learning, relationship development and practical career experience. The focus of their studies and their experiences will change from term to term based on such factors as how long a student has been in college or university, whether they see their learning being more career or personal related, are they exploring options or refining career related skills.
• Curriculum Modifications: revising and adapting course content and expectations to meet the educational goals and individual learning capabilities and styles of the students. This can be modifications such as condensing text into plan language, audio recording of text or lectures, revising assignments, creating adapted exams, video taping class participation and changing practicum requirements. The program facilitators work with the students outside of class time to review coursework and support the student in completing any additional work that needs to be done such as modified assignments. This is all done in collaboration with participating instructors, professors and related professionals. .
• Natural Supports: having classmates already registered in the class(es) provide various types of support to the students increases inclusion. Typically the roles of these students are: for assistance with note taking, classmate companions, peer tutors, mentors, and other roles that might help to include a particular student. These volunteers serve as a guide to what is considered socially appropriate behaviour depending on the class or setting.
• Providing Support to the Supports: ensuring that there is assistance, guidance, and collaboration with those that are providing support to students being included. This is a very important practice as inclusion necessitates a continuum of support to all people involved to ensure that the proper supports are in place. As each student will require varying supports, even within one class, ongoing consultation, problem solving and strategizing is a must. Inclusion is most successful when properly supported.

These practices, particularly the last two, are also used to include students into other non-formal aspects of college or university life such as involvement in recreation, student associations, clubs, sports and social happenings. These environments all provide a wealth of learning opportunities as well as the chance to form friendships and as such all three programs place strong emphasis on becoming involved in these settings. The intensity and amount of support(s) required by natural supports will vary depending upon the individual student, their circumstances, the environment, their experiences, etc. Each program of study, which encompasses class involvement and out of class experiences, is individualized. Benefits to the individual are both tangible and intangible.
Tangible benefits include:

• development of job related skills,
• opportunity to refine these skills through class, practicum and related work experience opportunities,
• development of a familiarity and expertise with the language and expectations of the work environment,
• the opportunity to make person and professional contacts, Intangible benefits include:
• personal growth and maturity,
• building of confidence and self-esteem
• experience in decision making and responsibility for them
• development of personal expectations for oneself,
• enriching life experiences,
• independence,
• development of friendships and relationships that last beyond school.

This model of study was originally developed by the On Campus program. Numerous other universities and colleges have studied the model developed by the On Campus program and have set up similar programs at their institutions. These included the University of Calgary and Grant MacEwan College, Lethbridge Community College as well as many others. It has become clear that the benefits are to be had not only for the student with a disability but for the university/college community as well. Visitors come yearly from around the world to learn more about inclusive post secondary education and the potential it holds to improve not only the lives of people with intellectual disabilities, but the nature of our communities as a whole.

(Taken from: Weinkauf, T. & Bowman, P. (April 1998) Inclusive postsecondary education in Alberta; & The On Campus - Program Description)

Programs differ in that the On Campus program is separate from the university, whereas the Grant MacEwan program is a program of the college. Students continue to receive support through the summers i.e. job placements. Permission and agreement is obtained from the facility and professor/instructor prior to an individual attending a class.

Contact Information:

College Connections Project Grant MacEwan College 7-353, 10700 - 104 Ave. Edmonton, Alberta T5J 4S2 Telephone: (780) 497-5198 Fax: (780) 497-5090 E-mail: weinkauft@admin.gmcc.ab.ca On Campus Program 6-123D Education North University of Alberta Edmonton, Alberta T6G 2G5 Telephone: (780) 492-5988 Fax: (780) 492-7568