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dc.contributor.advisorGorman, Rachel
dc.contributor.advisorReaume, Geoffrey
dc.contributor.authorMacri, Susan Elizabeth
dc.date.accessioned2016-10-06T18:08:42Z
dc.date.available2016-10-06T18:08:42Z
dc.date.issued2016-08-25
dc.identifier.urihttp://hdl.handle.net/10315/32412
dc.descriptionMajor Research Paper (Master's), Critical Disability Studies, School of Health Policy and Management,Faculty of Health, York Universityen_US
dc.description.abstractIndividuals labelled with intellectual and developmental disabilities encounter a severe lack of choice when it comes to deciding what they will pursue once they are ready to exit high school. For those individuals that are interested in continuing their studies at the post-secondary level, the options are limited or non-existent depending on their perceived disability and/or impairment. In the province of Ontario, the Community Integration through Co-operative Education (CICE) program is one viable possibility for individuals labelled with intellectual and developmental disabilities that are able to meet the program admissions standards. Using a Critical Disability Studies analysis, this paper questions if inclusive higher education can exist within current neoliberal structures. This paper also aims to contextualize how having barrier-free access to post-secondary programs (like the CICE program) impacts substantive citizenship for individuals labelled with intellectual and developmental disabilities.en_US
dc.rightsThe copyright for the paper content remains with the author.
dc.rightsMajor Research Paper
dc.subjectdisabilitiesen_US
dc.subjecthigher educationen_US
dc.subjectneoliberalen_US
dc.subjectbarriersen_US
dc.titleDisability, Citizenship, and Higher Education: Humber College's Community Integration Through Co-Operative Education Programen_US


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