Inclusion in the Workforce for Students with Intellectual Disabilities: A Case Study of a Spanish Postsecondary Education Program.
The Autonomous University of Madrid (UAM) is the first Spanish university to provide training to young people with intellectual disabilities (ID) in the university environment, which qualifies them for inclusion in the workforce. In this practice brief we describe the UAM-Prodis Patronage Chair program, a successful model used at Spanish universities within the European Higher Education convention framework, which addresses the inclusion and occupational training of young people with ID in order to help them obtain employment. We begin with a review of the special education system for young people with ID in Spain. We report outcome data for students with ID who completed the program at UAM during its first four years of implementation. These outcomes indicate that the UAM-Prodis Patronage Chair program has become one of the main strategies to achieve independent living and community integration of people with ID through a postsecondary education option.
Inclusión de personas con discapacidad intelectual en la universidad. Resultados del Programa Promentor (UAM-PRODIS, España)
En varios paises, se han desarrollado programas de inclusion educativa en la universidad para personas con discapacidad intelectual. En Espana, varias iniciativas tratan de impulsar la inclusion en el ambito universitario. En este articulo, se presenta la primera de ellas, el Programa Promentor (UAM-PRODIS). Se realiza una descripcion de los resultados de investigacion mas significativos. La experiencia del Programa Pro mentor demuestra que la inclusion de personas con discapacidad intelectual en la uni versidad es posible y deseable, tanto para las propias personas que tienen la oportunidad como para la universidad y el mundo laboral.
An Inclusion Program for Young Adults with Disabilities
educational programs with opportunities for social inclusion beyond secondary school? Have your programmers noted that what each individual gets out of the social relationship may be different? (Especially when the relationship is between students with developmental disabilities and their college-aged peers without disabilities). The different meaning derived from an inclusive social relationship does not minimize the satisfaction or value of the relationship. This article describes a universitybased inclusion program. This academic program included college-age students with developmental disabilities who had previously been in “segregated placements” in a public school. (We refer to these students as outreach students). The program directors and students involved had separate and shared objectives for participation in the program. (See box, What Does the Literature Say?”).