Saying it out loud: how Rights theory frames and shapes practice for students with ID in a university setting
joinIN – Inclusive Higher Education Network Europe
This paper tells the story of the development of a rights-based education programme for students with intellectual disability (ID) in one Irish university, the University College Cork (UCC). It explores how the philosophy underpinning the programme has emerged from an instinctive response to the segregation and isolation of people with ID into a more clearly articulated commitment to a model of provision based on a commitment to human rights. This represents a paradigm shift in how we view and work with people with ID and marks a break from traditional paternalistic and charity-based approaches to provision. Articulating what we are doing and why we are doing it, is vital for developing communities of inclusive practice who are sustained by an ongoing process of reflection, disruption, and reimagining.
Students with intellectual disability (ID) , University College Cork (UCC) , Intellectual disability , ID , Rights-based education programme
Maxwell, N. and Leane, M. (2022) 'Saying it out loud: how Rights theory frames and shapes practice for students with ID in a university setting', in Plaute, W. (ed.) Conference Proceedings, ESOTA 2022, The European State-Of-The-Art Congress on Inclusive Post-Secondary Education Programmes for Students with Intellectual Disabilities, Salzburg University of Education Stefan Zweig, 27-28 October, pp. 36-40. Available at: https://joinin.education/wp-content/uploads/2022/12/ESOTA-2022-conference-proceedings.pdf (Accessed: 31 January 2023)
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