Social Integration and Inclusion

Abstract

With the advancement of disability advocacy, research, and policies that reflect raised expectations for individuals with intellectual disabilities, universities and advocacy organizations have an obligation to retool special education and disability services for inclusion. At the university level, existing preservice preparation and training must be updated to reflect teacher practices that better prepare young people for inclusive lives. Training must be framed around self-determination, inclusive education, integrated and competitive paid work, and supported community living that aligns with more inclusive policies. In the United States and Brazil, federal and state policies provide guidance on these life domains that teacher educators can use to frame teacher practices. In Australia, moral obligations to international conventions and treaties guide a vision for inclusion with community level organizations, often leading to systemic advocacy efforts for real practice change that reflect disability rights on the ground. Change led by and for individuals with intellectual disabilities will lead to more inclusive and responsive supports and services. Advancing policies regarding the rights of individuals with disabilities to make decisions and receive supports to make decisions with respect to their own will and preferences reflect a philosophy of self-determination and enable federal self-directed support systems to be implemented with integrity as intended.