Narrating Higher Education

Intellectual Disability

by Michael GillBeth Myers

Narrating Higher Education presents student narratives of their experience in order to challenge assumptions that intellectual disability is best met with protection or segregation. This collection is written by students themselves to explore the following questions: How do young adults with intellectual disability experience higher education? How do opportunities in inclusive higher education provide skills and knowledge that enable individuals to take control over their futures? How does the interdependent nature of these programs, where students interact with peer mentors and direct support professionals, challenge assumptions of the necessity for “grit” and meritocracy? What do the experiences of students with intellectual disability tell us about the potential of inclusive postsecondary programs?

Background photo by Peter Gibbons on Unsplash

Chapter Drafts

In this volume, the authors are sharing their experiences and perspectives on higher education. Some of the pieces are written in conversation with friends, or peers. Others are written by individuals. The authors have used Google Docs, voice recognition, word processing software, speech-to-text apps, Zoom, FaceTime, and many other technologies to capture their experiences and expertise. One constant refrain through the multi-year process of putting together this book was “anything goes.” Embedded in this collection is a flexibility grounded in a belief that everyone has a story to tell and share. Labels of intellectual disability do not make these stories irrelevant or inconclusive. Sometimes the mode of telling shifts or requires a different set of tools, but a key guiding principle remains: disabled students belong in higher education. This book serves as an archive of the first generation of students enrolled in inclusive higher education programs.

  • Teaching, Assisting, Reflecting: Our Experience Working Together

    by Phillandra Smith, Meghan Brozaitis

    In this piece, Meghan Brozaitis and Phillandra Smith, both of Syracuse University, discuss their experiences co-teaching. Meghan was the intern and Phillandra was the instructor of record. They both discuss what worked and what was less successful in their experience working together.

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  • Goal(s) in Common

    by Hannah Lenae Humes

    In this poem, Hannah Humes writes about the importance of setting goals.

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  • Adventures in Post-Secondary Education

    by Stirling Peebles

    In this piece, Stirling Peebles discusses her experiences of inclusive higher education at the University of Vermont. Peebles powerfully argues that individuals with intellectual and developmental disabilities should be given opportunities to attend inclusive higher education programs.

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  • True Rafferty Interviewed by Nathan Heald

    by True Rafferty, Nathan Heald

    In this podcast, Nathan Heald interviews True Rafferty about his college experience at Georgia Tech. In the interview, Rafferty discusses how college helped him gain confidence and develop plans for the future.

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  • Qua’s GT Excel Life

    by Qua Barnes

    In this piece, Qua Barnes from Georgia Tech discusses the importance of never giving up. Also included is his original rap, “Never Give Up.”

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  • “Inclusive College for All” and “How My Perception of My History Prof Changed”

    by Keiron Dyck

    In these pieces, Keiron Dyck from Appalachian State University discusses the importance of advocating for making accommodations in order to succeed in college.

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  • My story about Aggies Elevated at Utah State University

    by Brenna Mantz

    Here Brenna Mantz from Utah State University discusses how her college experience prepared her for her career in higher education.

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  • I Want to Go to College!

    by Antonio E. Contreras

    In this piece, Antonio E. Contreras, from Georgia Tech University discusses his path to college. He had to switch programs to find a better fit, in doing so moved across the country from his family and community. He had to find friends and support in Georgia and use technology to connect with his family and friends back home. He writes about his dreams for the future and why he loves being in an inclusive higher education program.

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  • “BGWYN (Black Girl What's Your Name?)” and “Confidence with Curves”

    by Taylor Cathey

    In this piece, Taylor Cathey, from Roberts Wesleyan College shares a poem, “Black Girl What’s Your Name” and a short story about trying out for a fashion show on campus. Although the fashion show was canceled, Cathey writes of the importance of taking advantage of opportunities on campus, and challenging negative self-images and assessments.

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  • I Got In

    by Taylor Ruppe

    In this piece, Taylor Ruppe, from Appalachian State University writes about her adjustment to campus. She talks about various strategies to feel comfortable in a new setting including taking pictures of locations and planning routes ahead of time.

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Metadata

  • isbn
    978-1-4529-6926-8
  • publisher
    University of Minnesota Press
  • publisher place
    Minneapolis, MN
  • restrictions
    All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher.
  • rights
    Copyright 2022 by the Regents of the University of Minnesota
  • rights holder
    Regents of the University of Minnesota
  • doi