This study examines how through the collaborative support of university instructors, teachers and parents a woman with Down Syndrome was successfully included in a speech communications course at a private university in the US. The purpose of the study was to examine 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 those involved. Challenges that emerged related to assessment, expectations and building relationships.
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Inclusion at a University: Experiences of a Young Woman with Down Syndrome
Diane Casale-Giannola & Michele Wilson Kames
Mental Retardation, 44(5) p, 344-352
28 May 2005
Education, Inclusion, Tertiary