Concurrent Session:
From the students to their peers, to the faculty and administration: Finding opportunities at all levels to increase understanding of inclusion and make it real

Inclusive Post-Secondary Education is built on a bedrock of Social Role Valorization theory. Two goals in inclusive post-secondary programming are: to include individuals (students) with developmental disabilities in post-secondary education and social life, and to foster understandings of inclusion within the institution through policies and practices. In this talk, we will use SRV theory to explore stories of the successes and tensions around pursuing these two goals through a discussion of the Axcess Acadia program. We have noted that including students with developmental disabilities opens new routes for learning, expands “able” students’ worldviews and skills, and challenges faculty and staff to re-examine some of their assumptions about teaching and learning. At other times, the goals of pursuing personal social integration, and valued and societal participation for students could be enhanced by advocacy on the third and fourth levels of social organization, but this may in turn risk the students’ integration as well. Axcess staff and faculty balance good faith attitudes toward others’ capacities for understanding the spirit of IPSE with education and advocacy in cases when they are met with resistance, misunderstanding, or outright discrimination. This friction poses interesting questions about how to advocate for SRV principles organizationally while also ensuring individual image and competency enhancement, and the inclusive, valued role of university student for Axcess students.