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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
Inclusion at a university: experiences of a young woman with Down syndrome
Diane Casale-Giannola1, Michele Wilson Kamens
1Department of Teacher Education, Rider University, 2083 Lawrenceville Rd., Lawrenceville, NJ 08648-3001, USA. dgiannola@rider.edu
Abstract:
For young adults with developmental disabilities, postsecondary experiences on a university campus with same-age peers can provide opportunities for learning and social integration. Through the collaborative support of university instructors, a preservice teacher, and her mother, a young woman with Down syndrome was successfully included in a speech communications course at a 4-year, private university. Our purpose here was to explore the impact of this experience on the student, her classmates, and preservice teacher who offered peer support. The experience provided opportunities for interaction with age-appropriate peers and was a positive learning experience for all participants. Challenges emerged related to assessment, expectations, and building relationships. Implications for potential inclusive transition opportunities at the university were discussed.
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