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dc.contributor.authorGallinger, Katherine R.en
dc.date2013-09-06 10:23:21.317
dc.date.accessioned2013-09-06T18:02:59Z
dc.date.available2013-09-06T18:02:59Z
dc.date.issued2013-09-06
dc.identifier.urihttp://hdl.handle.net/1974/8255
dc.descriptionThesis (Ph.D, Education) -- Queen's University, 2013-09-06 10:23:21.317en
dc.description.abstractPost-secondary education is an aspiration for many students; however, students with intellectual disabilities are provided few opportunities to pursue this dream. Current practices in the Ontario system of education frequently segregate and exclude students with intellectual disabilities from participation in the educational opportunities that are provided to non-disabled students. These educational practices ultimately limit opportunities for students with intellectual disabilities, and as such, fail to provide sufficient credentials to these students so they can participate in post-secondary education or employment. In recent years, alternative routes through post-secondary education across Canada, and in Ontario, have been emerging for students with intellectual disabilities. Yet, these opportunities are not enshrined in government policies or post-secondary practice, and are only provided at the discretion of a handful of post-secondary institutions across Ontario. The purpose of this study is to provide an understanding of the inclusive post-secondary education experience from the perspectives of students who were participating in inclusive college programs in Ontario. Seven participants were recruited from two colleges in Ontario that provide an inclusive post-secondary experience for students with intellectual disabilities. Through a disability studies framework, a qualitative phenomenological methodology was employed in this study to empower the participants to share their stories and hear their voices. Three in-depth individual interviews using photo-elicitation were used to invite participants to offer a rich, detailed, first-person account of their experiences in inclusive post-secondary education. Each participant’s unique story of their college experience is highlighted as a Student Portrait. The main themes that emerged from the participants combined experiences were academic growth and development, interpersonal relationships and social networks, career development and employment potential, and self-determination. Findings from this study provide evidence of the positive outcomes of participation in post-secondary education for students with intellectual disabilities, including an anticipated positive impact that would extend well into the futures of each participant. This study highlights the need for post-secondary education reform to increase such opportunities for students with intellectual disabilities.en
dc.language.isoengen
dc.relation.ispartofseriesCanadian thesesen
dc.rightsThis publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.en
dc.subjectInclusive Post-Secondary Educationen
dc.subjectDisability Studiesen
dc.subjectInclusionen
dc.subjectIntellectual Disabilityen
dc.titleInclusive Post-Secondary Education: Stories of Seven Students With Intellectual Disabilities Attending College in Ontario, Canadaen
dc.typethesisen
dc.description.degreePhDen
dc.contributor.supervisorHill, Ann Marieen
dc.contributor.departmentEducationen
dc.degree.grantorQueen's University at Kingstonen


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