I have been thinking about the need for actual "programs" or "initiatives" versus integrating inclusion into Universities by building the capacity of the natural supports in existence. Instead of a "program" we could develop an enhanced support that addresses the needs of all students, especially those marginalized by the current education system. If we take for example, students with intellectual disabilities attending college.
Current practices have focused on creating initiatives and/or programs that are attempting to provide students with intellectual disabilities with an inclusive educational experience. Students attend courses with typical peers and engage in all the experiences that a typical peer engages in during the course of their college experience.
One has to wonder how sustainable this practice is when you consider issues related to funding, changes in the context/leadership at Universities, identifying means of support and ensuring we don't fall prey to a continuum of inclusion as opposed to full inclusion across the lifespan, including college.
As I pondered the current tide of inclusion in PSE and the myriad of options being implemented and developed, there is a continuum of options and degrees of inclusion already evolving that threatens the over arching purpose to ensure that all individuals are supported across the lifespan in the pursuit of a meaningful life. Is the issue at hand solely one of inclusion or the need to build/increase the capacity of schools, colleges, and communities to remove the systems and obstacles to full inclusion?
I am beginning to think that we do not need to create "programs" or "initiatives" but rather embed an enhanced supports into Universities and communities while also increasing/developing the capacity of existing natural supports to respond to the needs of all students. We are growing the capacity of individuals, departments, systems and cultures. In essence, creating a cultural shift towards inclusion that does not result from a test of wills or ideals or theoretical perspectives but evolves as the capacity for inclusion increases and no longer is an insurmountable obstacle.
At Universities, I envision the following scenario. After a thorough review of the existing supports, systems and practices in existence, an Integrated Services department acts as a liaison and resource for students, families, departments and the campus community. Integrated Services enhances the capacity of existing natural supports, faculty, students and departments while also identifying areas of unmet needs. The purpose is full inclusion and the outcome is a cultural shift where full inclusion is an expectation not an aspiration or hope. No one is asking why or how much inclusion is necessary because the system of enhanced support is available to ALL students. It becomes embedded in the University and as such is funded through tuition. It eventually pays for itself by increasing recruitment, retention and graduation rates for all students, including those currently marginalized by existing PSE today.
Further development of this model will be discussed within this blog, including how to enhance, admissions, faculty, registration, support e.g., counseling, learning services, the office of student accounts, curriculum offerings, student involvement and leadership, housing, building relationships and internships/career exploration to ensure that separate processes and exclusionary practices cannot take root.
Thoughts to come...Certificate in Multidisciplinary Studies, partner with technical schools to offer enhanced course offerings, increasing student and parent involvement, support of community partners.
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