Inclusion of people with intellectual disabilities in university. Results of the promentor program (UAM-PRODIS, Spain)
Abstract In a number of countries, a diversity of inclusive educational programmes have been developed at universities for people with intellectual disabilities. In Spain, several initiatives are under way at various universities to address this situation. In this article, we present the first of these, the Promentor Program (UAM-PRODIS). A description of the most significant research results are given herein. The Promentor Program experience shows that the inclusion of people with intellectual disabilities at university level is both possible and desirable, both for the individuals themselves and for the university and business community.
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ARENAS, M. L. AND GONZÁLEZ, R. (2010). El preparador laboral en el empleo con apoyo. Educación y Futuro, 23, 43-50.
BORLAND, J. AND JAMES, S. (1999). The learning experience of students with disabilities in higher education: a case study of a UK university. Disability and Society, 14, 85-101. https://doi.org/10.1080/09687599926398
CARROLL, S., HERMAN, A. AND WICKIZER, G. (2012). Faculty and students insights on postsecondary inclusion. In 2012 State of the Art Conference on Postsecondary Education and Individuals with Intellectual Disabilities. Fairfax: VA.
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HART, D., GRIGAL, M., SAX, C., MARTÍNEZ, D. and WILL, M. (2006). Postsecondary education options for students with intellectual disabilities. Research to Practice, 45 (3), 56-87.
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IZUZQUIZA, D., EGIDO, I. and CERRILLO, R. (2013). Diez a-os de formación para el empleo de personas con discapacidad intelectual en la universidad: balance y perspectivas. Revista Iberoamericana de Educación, 63, 127-138.
IZUZQUIZA, D. and HERRÁN, A. de la (Coords.) (2010). Discapacidad intelectual en la empresa. Las claves del éxito. Madrid: Pirámide.
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MCDONALD, L., MACPHERSON-COURT, L., FRANKS, S., UDITSKY, B. and SYMONS, F. (1997). An inclusive university program for students with moderate to severe developmental disabilities: student, parent and faculty perspectives. Developmental Disabilities Bulletin, vol. 25 (1), 43-67. https://doi.org/10.1111/jppi.12009 https://doi.org/10.1352/1934-9556-53.1.58 https://doi.org/10.1080/1360311032000139421
O'CONNOR, B., KUBIAK, J., ESPINER, D. AND O'BRIEN, P. (2012). Lecturer responses to the inclusion of students with intellectual disabilities auditing undergraduate classes. Journal of Policy and Practice in Intellectual Disabilities, 9 (4), 247-256. https://doi.org/10.1111/jppi.12009
PLOTNER, A. AND MARSHALL, K. (2015). Postsecondary education programs for students with an intellectual disability: facilitators and barriers to implementation. Intellectual and Developmental Disabilities, 53 (1), 58-69. https://doi.org/10.1352/1934-9556-53.1.58
RYAN, J. AND STRUTHS, J. (2004). University education for all? Barriers to full inclusion of students with disabilities in Australian universities. International Journal of Inclusive Education, 8, 73-90. https://doi.org/10.1080/1360311032000139421
SALOVIITA, T. (2000). An inclusive adult education program for students with mild to severe developmental disabilities: experiences from a pilot project in Finland. Developmental Disabilities Bulletin, 28, 27-39.
SHARON, J. and IZUZQUIZA, D. (2015). Inclusion in the workforce for students with intellectual disabilities: a case study of a Spanish postsecondary education program. Journal of Postsecondary Education and Disability, 28 (1), 121-127. https://doi.org/10.1352/1934-9556-53.2.120 https://doi.org/10.1111/jppi.12005 https://doi.org/10.1111/1467-8578.12068
SHEPPARD-JONES, K., KLEINERT, H., DRUCKEMILLER, W. AND RAY, M. (2015). Students with intellectual disability in higher education: adult service provider perspectives. Intellectual and Developmental Disabilities, 53 (2), 120-128. https://doi.org/10.1352/1934-9556-53.2.120
UDITSKY, B. and HUGHSON, E. (2012). Inclusive postsecondary education: an evidence-based moral imperative. Journal of Policy and Practice in Intellectual Disabilities, 9, 298-302. https://doi.org/10.1111/jppi.12005
WINTLE, J. (2015). Preparing students with intellectual disabilities to audit inclusive university courses. British Journal of Special Education, 42 (2), 183-198. https://doi.org/10.1111/1467-8578.12068
ARENAS, M. L. AND GONZÁLEZ, R. (2010). El preparador laboral en el empleo con apoyo. Educación y Futuro, 23, 43-50.
BORLAND, J. AND JAMES, S. (1999). The learning experience of students with disabilities in higher education: a case study of a UK university. Disability and Society, 14, 85-101. https://doi.org/10.1080/09687599926398
CARROLL, S., HERMAN, A. AND WICKIZER, G. (2012). Faculty and students insights on postsecondary inclusion. In 2012 State of the Art Conference on Postsecondary Education and Individuals with Intellectual Disabilities. Fairfax: VA.
CASANOVA, M. A. (2009). El currículum y la organización para la escuela inclusiva. In M. A. Casanova and H. Rodríguez (Coords.), La inclusión educativa, un horizonte de posibilidades (pp. 11-46). Madrid: La Muralla.
ECHEITA, G. and AINSCOW, M. (2010). La educación inclusiva como derecho. Marco de referencia y pautas de acción para el desarrollo de una revolución pendiente. In II Congreso Iberoamericano de Síndrome de Down. Granada, May.
EGIDO, I. (2010). La trayectoria de los organismos internacionales para la inclusión laboral de personas con discapacidad intelectual. In S. de Miguel y R. Cerrillo (Eds.), Formación para la inclusión laboral de personas con discapacidad intelectual. Madrid: Pirámide.
EGIDO, I., CERRILLO, R. and CAMINA, A. (2009). La inclusión social y laboral de las personas con discapacidad intelectual mediante los programas de empleo con apoyo. Un reto para la orientación. Revista Espa-ola de Orientación y Psicopedagogía, 20 (2), 135-146.
FERREIRA, C., VIEIRA, M. AND VIDAL, J. (2014). Sistema de indicadores sobre el apoyo a los estudiantes con discapacidad en las universidades espa-olas. Revista de Educación, 363 (enero abril), 412-444.
GRIGAL, M. and DWYRE, A. (2010). Employment activities and outcomes of college-based transition programs for students with intellectual disabilities. En Think College Insight Brief, Issue no 3. Boston, MA: Institute for Community Inclusion, University of Massachusetts.
HART, D., GRIGAL, M., SAX, C., MARTÍNEZ, D. and WILL, M. (2006). Postsecondary education options for students with intellectual disabilities. Research to Practice, 45 (3), 56-87.
IZUZQUIZA, D. (2012). El valor de la inclusión educativa de jóvenes con discapacidad intelectual en las instituciones de educación superior: el Programa Promentor. Bordón, 64 (1), 109-125.
IZUZQUIZA, D., EGIDO, I. and CERRILLO, R. (2013). Diez a-os de formación para el empleo de personas con discapacidad intelectual en la universidad: balance y perspectivas. Revista Iberoamericana de Educación, 63, 127-138.
IZUZQUIZA, D. and HERRÁN, A. de la (Coords.) (2010). Discapacidad intelectual en la empresa. Las claves del éxito. Madrid: Pirámide.
IZUZQUIZA, D. and RUIZ INCERA, R. (2005). Formación para la inserción laboral. Un proyecto conjunto entre la Facultad de Formación de Profesorado y Educación de la Universidad Autónoma de Madrid y la Fundación Prodis. Revista Síndrome de Down, 22, 125-131.
MCDONALD, L., MACPHERSON-COURT, L., FRANKS, S., UDITSKY, B. and SYMONS, F. (1997). An inclusive university program for students with moderate to severe developmental disabilities: student, parent and faculty perspectives. Developmental Disabilities Bulletin, vol. 25 (1), 43-67. https://doi.org/10.1111/jppi.12009 https://doi.org/10.1352/1934-9556-53.1.58 https://doi.org/10.1080/1360311032000139421
O'CONNOR, B., KUBIAK, J., ESPINER, D. AND O'BRIEN, P. (2012). Lecturer responses to the inclusion of students with intellectual disabilities auditing undergraduate classes. Journal of Policy and Practice in Intellectual Disabilities, 9 (4), 247-256. https://doi.org/10.1111/jppi.12009
PLOTNER, A. AND MARSHALL, K. (2015). Postsecondary education programs for students with an intellectual disability: facilitators and barriers to implementation. Intellectual and Developmental Disabilities, 53 (1), 58-69. https://doi.org/10.1352/1934-9556-53.1.58
RYAN, J. AND STRUTHS, J. (2004). University education for all? Barriers to full inclusion of students with disabilities in Australian universities. International Journal of Inclusive Education, 8, 73-90. https://doi.org/10.1080/1360311032000139421
SALOVIITA, T. (2000). An inclusive adult education program for students with mild to severe developmental disabilities: experiences from a pilot project in Finland. Developmental Disabilities Bulletin, 28, 27-39.
SHARON, J. and IZUZQUIZA, D. (2015). Inclusion in the workforce for students with intellectual disabilities: a case study of a Spanish postsecondary education program. Journal of Postsecondary Education and Disability, 28 (1), 121-127. https://doi.org/10.1352/1934-9556-53.2.120 https://doi.org/10.1111/jppi.12005 https://doi.org/10.1111/1467-8578.12068
SHEPPARD-JONES, K., KLEINERT, H., DRUCKEMILLER, W. AND RAY, M. (2015). Students with intellectual disability in higher education: adult service provider perspectives. Intellectual and Developmental Disabilities, 53 (2), 120-128. https://doi.org/10.1352/1934-9556-53.2.120
UDITSKY, B. and HUGHSON, E. (2012). Inclusive postsecondary education: an evidence-based moral imperative. Journal of Policy and Practice in Intellectual Disabilities, 9, 298-302. https://doi.org/10.1111/jppi.12005
WINTLE, J. (2015). Preparing students with intellectual disabilities to audit inclusive university courses. British Journal of Special Education, 42 (2), 183-198. https://doi.org/10.1111/1467-8578.12068
Izuzquiza Gasset, D., & Rodríguez Herrero, P. (2016). Inclusion of people with intellectual disabilities in university. Results of the promentor program (UAM-PRODIS, Spain). Siglo Cero, 47(4), 27–43. https://doi.org/10.14201/scero20164742743
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