ABSTRACT
Persons with intellectual disability often experience fewer opportunities in their access to higher education when compared with persons without disabilities. This situation not only denies their right to education but also limits the opportunities for their transition to adulthood. This chapter uses the Somos Uno Más [We are one of the same] Programme, which was designed and implemented in Mexico, as a case study. It briefly describes the legislative and social context and provides an understanding of the background policies contributing to the shaping of discussions about access to higher education for persons with intellectual disability. This chapter also highlights the challenges that are still present regarding inclusive education experiences and invites readers to reflect on ideas of adulthood that are being promoted during this transitioning phase.
