The paper "Students with Intellectual Disabilities Going to College? Absolutely! by Kleinert, Jones, Harp, et al" is a brilliant example of an article on education. This paper gives a summary of the journal article, "Students with Intellectual Disabilities Going to College? Absolutely! ” authored by Kleinert, Jones, Sheppard-Jones, Harp, and Harrison. This article appreciates the tremendous gains in the enrolment for postsecondary education by students with disabilities in the recent past. However, those students suffering from intellectual disabilities (ID) have widely been excluded from postsecondary education. The available opportunities include stand-alone programs involving customized classes in a college setting, integrated programs where students with and without ID undertake courses together and mixed programs encompassing both the stand-alone and integrated models.
The rationale for postsecondary education for intellectually disabled students includes the associated increase in participation in community activities and improved employment outcomes. The article gives a case study of Kentucky’ s Supported Higher Education Project, SHEP, where young people with ID are provided with opportunities to pursue their career goals and learn critical life skills. From this, the researchers appreciate the key to success for the inclusion of students with ID as recognition of such students as members of the community with the ability to actively participate and contribute to communal activities.
Individualized support models include small teams who offer person-centered support. Peer mentors could also be used, these being other students offering the requisite support. Thus educators should collaborate with local colleges to come up with new programs that support students with ID. Thus, Kleinert et al. (2012) recommend that teachers develop person-centered planning processes to prepare students with ID to transition to postsecondary education, ensure that they access the grade-level general curriculum, support their involvement in extracurricular activities, access supportive technology and have an opportunity for school’ s guidance and counseling services.
In conclusion, the article appreciates that times have changed and thus the need to develop education systems that meet the needs of all students regardless of their disabilities.