Career and community studies: an inclusive liberal arts programme for youth with Intellectual Disabilities

Lecturer Responses to the Inclusion of Students With Intellectual Disabilities Auditing Undergraduate Classes

“…Students collaborating in lab sessions in one of the EMS classes acknowledged the help provided by their CCL classmate. Blumberg et al (2008) note similar findings in their report of the CCS students at TCNJ. For example, "students without disabilities came to rely more on the CCS students in group work and became more respectful of their role and status in class" (p. 627).…”

“…Blumberg et al. () note similar findings in their report of the CCS students at TCNJ. For example, “students without disabilities came to rely more on the CCS students in group work and became more respectful of their role and status in class” (p. 627).…”

“…Two programs embedded in colleges are briefly described. Blumberg, Carroll, and Petroff () report their experiences as lecturers in three courses among others at The College of New Jersey (TCNJ), tailored to enhance the liberal and vocational education of young people with intellectual disabilities leading to a 4‐year Certificate in Career and Community Studies. The program offers “the development of career, community participation and lifelong liberal learning” (The College of New Jersey, , para.…”

The lived experience of people with intellectual disabilities in post-secondary or higher education

“…Additionally, it draws attention to the distinction between integration and inclusion. Outcomes tend to be associated with employment and earning prospects (Blumberg et al, 2008; Ross et al, 2013; Taymans, 2012), rather than the experience of having an opportunity to learn. Education providers may need to revisit traditional views of the outcomes of education and seek the views of people with disabilities themselves when designing and developing programmes.…”

“…Combating exclusion is essential to ensuring that economies can develop, while those at most risk can become part of the knowledge society and make their contribution (Higher Education Authority, 2015; Madaus et al, 2014; Stodden and Mruzek, 2010). People with intellectual disabilities value the opportunity to learn (Blumberg et al, 2008; Rillotta et al, 2020; Spassiani et al, 2017), have increased self-esteem and opportunities (Blumberg et al, 2008; Stefánsdóttir and Björnsdóttir, 2015; Weinkauf, 2002), feel more confident and independent (Wilson et al, 2012), widen their social networks (Folk et al, 2012; Plotner and May, 2019; Rillotta et al, 2020; Stefánsdóttir and Björnsdóttir, 2015) and have better employment opportunities (Butler et al, 2016; Stefánsdóttir and Björnsdóttir, 2015). In addition, the moral argument for inclusion is particularly strong as people with intellectual disability deserve to have their dreams fulfilled while avoiding the vulnerabilities associated with segregation (Uditsky and Hughson, 2012).…”