Abstract:

In the United States, inclusive practices for individuals with disabilities are very common at the elementary and secondary levels of education. These same practices are less commonly seen at the post-secondary level, most notably at the college or university level. Individuals with moderate to severe disabilities who graduate from secondary programs with Individualized Education Program diplomas have many opportunities for supportive employment, community experiences, & recreation, but might not have seen a college campus or be involved in a college campus experience.
This paper outlines an inclusive on-campus program that united graduate level students enrolled in an introductory course in special education with a group of young adults with developmental disabilities who participated in a day habilitation program in Western New York State. The university partnership brought the adults with developmental disabilities to the graduate class for academic, vocational and social experiences. The inclusive experiences focused on transition into community employment and enhancement of socialization skills. It fostered mutual learning, built positive relationships and resulted in positive outcomes for a number of stakeholders.
Thirteen men and women with a variety of developmental disabilities came to campus weekly to participate with the graduate class. Two graduate assistants had previously developed a program that focused on skills and habits required by effective workers who could then be gainfully employed in a typical rather than supportive work environment. The graduate students utilized the program and served as mentors
One activity involved participating in “WORKO”, an adapted version of “Bingo”, that focused on job skills. Another activity consisted of labeling positive or negative work habits in and outside of a schematic drawing. This activity attempted to enhance positive interaction and self-advocacy skills. A “Celebrity Project” involved an online search for a celebrity with exceptionality. Computer practice, creating job collages and practice interviews rounded out the semester.
Certificates of accomplishment were awarded to the participants in the day habilitation program. Graduate students reflected on the inclusive experience. Their written responses were qualitatively analyzed to derive themes and/or trends. The following resulted: (a) inclusion benefits ALL people; (b) we ALL have similar relationship needs, we all need to feel we belong; and (c) an inclusive program at the college level is a great way to prepare future teachers.
From the inclusive experiences, an array of positive outcomes emerged including:
(1) being in an age-appropriate environment within a college campus and interacting with age appropriate non-disabled peers;
(2) getting to know individuals with disabilities resulting in better teaching practices;
(3) taking steps to include and enhance the community-at-large to individuals with disabilities;
(4) increasing the day habilitation program’s ability to practice interaction and social skills needed in a real-world environment that could later be generalized into future employment; and
(5) servicing others, as a mission of the university, by welcoming individuals with disabilities to campus and including them as part of campus life while recognizing not only service to others but the dignity of all people.

Keywords:

Inclusion, college and university, individuals with developmental disabilities.