People with intellectual disability experiencing university life : : theoretical underpinnings, evidence and lived experience / / Edited by Patricia O'Brien, Michelle L. Bonati, Friederike Gadow and Roger Slee.

• TeilnehmendeR: O'Brien, Patricia 1945-; Bonati, Michelle L.,; Gadow, Friederike,; Slee, Roger,
• Place / Publishing House: Leiden, The Netherlands ;, Boston : : Brill Sense,, [2018]
• Year of Publication: 2018
• Language: English
• Series: Studies in Inclusive Education 42.
• Physical Description: 1 online resource (xxxiv, 293 pages).
• Notes: Description based upon print version of record.
• Other title: Front Matter --; Copyright page --; -- Foreword /; Acknowledgements --; List of Figures and Tables --; Notes on Contributors --; Purpose of the Book /; Philosophical, Theoretical and Rights Based Framework of Inclusion --; From Institutionalisation to Inclusion /; Widening Higher Education Opportunities for Students with Intellectual Disabilities /; Setting the Scene for People with Disability to Experience University Life /; Evidence-Based Outcomes Arising from Inclusive University Programs across International Boundaries --; 30 Years of Inclusive Post-Secondary Education /; Inclusive Higher Education for People with Intellectual Disability in the United States /; Developing an Inclusive Model of Postsecondary Education for Students with Intellectual Disability /; Meaningful Participation and Shared Ownership in an Inclusive University Program in Iceland /; Scope, Challenges and Outcomes of an Inclusive Tertiary University Initiative in Australia /; Developing Post-Secondary Education Programmes for People with Intellectual Disablities at Trinity College, the University of Dublin, Ireland /; Journey “Up the Hill” Through Inclusive Higher Education for People with Intellectual Disability at a South Australian University /; The Lived Experience of Being and Becoming a University Student --; Journey “Up the Hill” to my Hopes and Dreams /; My Life as a University Student /; Expanding Pathways to University /; My Name is Margaret and This is My Story /; A Conversation with Families of Young People with Intellectual Disability for Whom the Dream of Attending University Came True /; Lecturers’ Perspectives on Being Involved in Teaching Students with Intellectual Disability Participating in University Courses /; Critical Issues Associated with the Further Development of Post Secondary Education for Students with Intellectual Disability --; What Comes Next? Sustaining Outcomes Post-University /; Counsellor Roles in Postsecondary Transition from School to University /; Inclusive Tertiary Education through Universal Design for Learning and Service-Learning /; Transition from University to Employment /; Exploring the Growing Edges of Inclusion /; Moving from Rhetoric to Reality /; Back Matter --; Index.
• Bibliography: Includes bibliographical references and index.
• ISBN: 9004394559
• ISSN: 2542-9825
• Hierarchical level: Monograph
• Statement of Responsibility: Edited by Patricia O'Brien, Michelle L. Bonati, Friederike Gadow and Roger Slee.

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 are 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. Contributors are: Kristín Björnsdóttir, Michelle L Bonati, Bruce Chapman, Amy L. Cook, Deborah Espiner, Friederike Gadow, Meg Grigal, Debra Hart, Laura Hayden, Anne Hughson, John Kubiak, Niamh Lally, Lorraine Lindsay, Jemima MacDonald, Kathleen J. Marshall, Kerri-ann Messenger, Lumene Montissol, Ray Murray, John O’Brien, Patricia O’Brien, Barrie O’Connor, Molly O’Keeffe, Clare Papay, Anthony J. Plotner , Parimala Raghavendra, Fiona Rillotta, Michael Shevlin , Roger Slee, Natasha A. Spassiani , Guðrún V. Stefánsdóttir, Josh Stenberg, Kimberley Teasley, Lorraine Towers, Margaret Turley, Bruce Uditsky, Chelsea VanHorn Stinnett, Stephanie Walker, Thea Werkoven, Felicia L. Wilczenski.