This is an excerpt from the International Journal of Disability, Community & Rehabilitation. The whole article can be read: http://www.ijdcr.ca/VOL03_01_CAN/articles/bowman.shtml
Conclusion
In the 21st century it is generally accepted that education and knowledge are valued commodities. Post-secondary education is a vehicle to enhance one's competencies and image, and therefore enhances one's status and value in society. Post-secondary education is a common and accepted mechanism to achieving meaningful work, friendships, status and value, a place in community, and continued growth. Historically, adults with developmental disabilities have not had access to socially valued roles, nor the primary mechanisms in achieving them.
IPSE enables people with developmental disabilities to achieve the socially valued role of post-secondary education student, and the benefits associated with it. By ensuring that services are coherent with the post-secondary model; that the roles for both students and staff are aligned with other post-secondary roles; and carefully considering the supports required to achieve the role(s), IPSE demonstrates that people with developmental disabilities can achieve socially valued roles and ultimately have access to 'the good things in life.'
References
Drucker, P. (2001). The next society: A survey of the near future. The Economist, Nov.3 2001, p. 2-20.
Osburn, J. (1998). An overview of social role valorization theory. The International Social Role Valorization Journal, 3 (1), 7-12.
Submitted by
Patricia Bowman and Tim Weinkauf