Suchergebnisse

Building an inclusive society in which all people can participate effectively and live together requires understanding inclusive education and its impact on the social order. As countries of different regions face the vast array of challenges unique to their educational systems, it becomes apparent that inclusive societies are intricately tied to social inclusion policy initiatives and developments in education. Governments are becoming increasingly aware of the need to review their educational systems as they attempt to define what an inclusive society is and how to make inclusion truly effective. Singapore is a unique example of a country that has the resources and the vision, but currently lacks an educational system designed to fully include individuals with special needs. Although Singaporean students consistently score near the top in science, math, and reading achievement on international assessments, many students with special needs still receive their education in schools separated from their mainstream peers. In 2004, Prime Minister Lee Hsien Loong discussed a new vision of Singapore becoming an inclusive society that embraces all individuals with special learning needs. In this manuscript, the authors provide a brief history of Singapore and its education system and explore how PM Lee's vision of an inclusive society has shaped practice and policy in Singapore schools in the last decade. Specific ideas and next steps for creating an inclusive Singapore for individuals with disabilities are discussed.

Due to changes in legislation and policy in the United States, higher education has become more available to people with intellectual disability (ID). Currently, over 6000 students with ID are enrolled in 310 colleges and universities. In the past decade, the federal government has invested over 100 million dollars in a model demonstration program aimed at institutions of higher education to create, expand, or enhance high-quality, inclusive higher education experiences to support positive outcomes for individuals with ID. This article will describe the impetus and impact of this funding as well as related changes in policy and practice. With the emergence of these opportunities, a field of research has emerged, offering new knowledge about what higher education can offer to students with ID as well as the positive impact these students have on their peers, professors, and campus communities. We have also begun to see documentation of more long-term impacts of higher education on students' employment, independent living outcomes, and life satisfaction. By describing these policy, practice, and research developments, this article will provide readers with a better understanding of the background, current status, and future needs of the field of inclusive higher education for people with ID in the United States and potential takeaways for similar stakeholders in other countries.