Higher education for people with intellectual disabilities

Pretend or reality?

Dr. Kristín Björnsdóttir, Assistant ProfessorSteinunn Ása Þorvaldsdóttir, University Student

Overview

• Introduction• Background• Philosophy and purpose• Curriculum• Students• Teachers• The future and final

thoughts

Introduction

Background• The development of education in Iceland is similar to other Nordic

countries• The Vocational Program started in 2007 at the Iceland University of

Education• It was a development education project, evaluated with qualitative

methods• Two groups have graduated (2009 and 2011)• The third group were enrolled fall term 2011 and expected to graduate in

2013• The program is still a development education project• It is a two-year part time education (60 ECT)

Philosophy and Purpose

• The aim is to prepare students for specific jobs within the field of education and to give them opportunity for further education

• A social approach to disability

• The UN Convention on the Rights of Persons with Disabilities (2007)

• Inclusive education

What we doFirst year – Fall First year - Spring

Study skills in university work (5e) Elective courses (5-10e)

Career guidance I (5e)* (leisure and children, social education, playschool arts, games as pedagogy)

IT and digital media OR Effective communication (5e)

Practicum I (5-10e) *

Second year – fall Second year - Spring

Disability studies (10e) Elective courses (5-10e)

Career guidance II (5e) * Practicum II (5-10e)

Inclusive Education – The Mentor System• The mentor system was developed as a support system for the students in

the vocational program. • Each student should be able to receive individual support from a fellow

student• Students within the department of Social Education and other

departments at the School of Education can choose elective credits as mentors.

• Students who enroll in the mentor module/course meet once a week and participate in seminars and receive support from our staff member (Ágústa) and other professors

• Student mentors are usually enrolled in the same modules/courses as the students in the vocational program.

• The role of a mentor is to support the student with reaching his/hers set education goals.

Accommodation

• Convention on the Rights of Persons with Disabilities – Article 24

• “States Parties shall ensure that persons with disabilities are able to access general tertiary education, vocational training, adult education and lifelong learning without discrimination and on an equal basis with others. To this end, States Parties shall ensure that reasonable accommodation is provided to persons with disabilities”.

Higher education?

• “The Faculty of Sport, Leisure Studies and Social Education offers vocational diploma for people with intellectual disabilites that is organised in continuation of upper secondary level education”

• As a main rule, students enrolling in higher education institution must have completed matriculation examination or equivalent study

• First Cycle – Level 1 – short cycle leading to diploma

Curriculum

• Give each student the possibility to have an individualized education based on his or her strengths, interests and chosen field of work

• Steinunn’s practicum

• Give each student the possibility to gain practical knowledge and social skills in a inclusive learning environment.

• Our aim is also to ensure the best work study (practicum) and support people with disability towards full membership in society.

• Daniel’s practicum

• Give the students a possibility to choose a work - related focus:– Preschool - nursery– Afterschool clubs – School libraries – Within leisure and sport– Special projects

• Multi-art group 2011• Café 2012?

What do our students say?

• The practicum is practical

• More interesting tasks and more responsibilities

• Increased self-esteem• Made new friends• Obstacles

– The system– Supported employment– Recession

Employment

Job in Ed-ucationOther jobsUn-em-ployed

Steinunn‘s thoughts

• Steinunn is enrolled in a disability studies course with 70 other students

• Steinunn is learning social approaches to disability and how society can make people with impairments disabled

• In this course she is also learning about inclusive research and life histories

• Steinunn is also learning gender studies• Steinunn enjoys studying with her non-disabled

peers

External report

• Sometimes I feel that disability advocates are mad when they confuse human rights with all people being equal

• I think this program is just pretend – they are pretending that this primary school level education is higher learning. Education does not become higher learning simply being housed in a building called university

• University education should be higher learning and it is wrong and dangerous to have it dumbed down so everyone can graduate

What do the professors say?

• In general positive attitudes

• The students with intellectual disabilities had exceeded their expectations

• Were proud to be part of this program and proud of the students

Future Vision

Vocational diploma

School of Education

School of Humanities

School of Engineering

… School of Social

Sciences

School of Health

Sciences

Final thoughts

• It has been a privilege to have the opportunity to develop and be a part of this program with our students and teachers. We have learnt a lot and grown as professionals.

• We have learnt that our students have not been challenged enough in the past and it poses a question about the opportunities and demands made within the Icelandic school system.