Intellectual Disabilities and Postsecondary Education
An intellectual disability (ID) and postsecondary (PS) educational opportunities usually do not go together. An ID is typically diagnosed before age eighteen, and an individual with ID usually has noticeable limitations in intellectual processing and noticeable limitations in social functioning. These limitations impact the individual’s quality of life and the belief that the individual can achieve a higher quality of life. To improve quality of life, individuals with ID should pursue and explore postsecondary education (PSE) because PS educational opportunities build social capital and cultural capital which expand life opportunities for these individuals.
Today individuals with ID have …show more content…
PSE opportunities will broaden their knowledge base while building cultural capital, and it will build their social connections which leads to social capital and improved quality of life. Gilson and the National Council on Disability and Social Security Administration state, “There is evidence that completing almost any type of postsecondary education significantly improves an individual’s chances of securing meaningful employment” (qtd. in Sheppard-Jones 120). PS educational opportunities are college or university settings, career center settings or comprehensive transition programs …show more content…
Proper supports help individuals with ID to become casual agents. A causal agent is an individual who is involved in making choices for his or her life. Being a causal agent teaches the individual with ID to be self-determined. Trainor argues, “In order for students to practice self-determination, both social and cultural capital are necessary” (154). Works Cited
A Century of Change: Milestones in the History of Intellectual Disabilities, 1900-2013. Map. Baltimore: Brookes Publishing Co., 2014. in SlideShare. Web. 4 Apr. 2017. .
Sheppard-Jones, Kathleen, Harold Lawrence Kleinert, Wendy Druckemiller, and Megan Kovacevich Ray. “Students with Intellectual Disability in Higher Education: Adult Service Provider Perspectives.” Intellectual and Developmental Disabilities 53.2 (2015): 120-128. Academic Search Premier. Web. 27 Feb. 2017. .
Trainor, Audrey A. “Using Cultural and Social Capital to Improve Postsecondary Outcomes and Expand Transition Models for Youth with Disabilities.” The Journal of Special Education 42.3 (2008): 148-162. Academic Search Premier. Web. 28 Mar.
An intellectual disability (ID) and postsecondary (PS) educational opportunities usually do not go together. An ID is typically diagnosed before age eighteen, and an individual with ID usually has noticeable limitations in intellectual processing and noticeable limitations in social functioning. These limitations impact the individual’s quality of life and the belief that the individual can achieve a higher quality of life. To improve quality of life, individuals with ID should pursue and explore postsecondary education (PSE) because PS educational opportunities build social capital and cultural capital which expand life opportunities for these individuals.
Today individuals with ID have …show more content…
PSE opportunities will broaden their knowledge base while building cultural capital, and it will build their social connections which leads to social capital and improved quality of life. Gilson and the National Council on Disability and Social Security Administration state, “There is evidence that completing almost any type of postsecondary education significantly improves an individual’s chances of securing meaningful employment” (qtd. in Sheppard-Jones 120). PS educational opportunities are college or university settings, career center settings or comprehensive transition programs …show more content…
Proper supports help individuals with ID to become casual agents. A causal agent is an individual who is involved in making choices for his or her life. Being a causal agent teaches the individual with ID to be self-determined. Trainor argues, “In order for students to practice self-determination, both social and cultural capital are necessary” (154). Works Cited
A Century of Change: Milestones in the History of Intellectual Disabilities, 1900-2013. Map. Baltimore: Brookes Publishing Co., 2014. in SlideShare. Web. 4 Apr. 2017. .
Sheppard-Jones, Kathleen, Harold Lawrence Kleinert, Wendy Druckemiller, and Megan Kovacevich Ray. “Students with Intellectual Disability in Higher Education: Adult Service Provider Perspectives.” Intellectual and Developmental Disabilities 53.2 (2015): 120-128. Academic Search Premier. Web. 27 Feb. 2017. .
Trainor, Audrey A. “Using Cultural and Social Capital to Improve Postsecondary Outcomes and Expand Transition Models for Youth with Disabilities.” The Journal of Special Education 42.3 (2008): 148-162. Academic Search Premier. Web. 28 Mar.