Abstract
People with disabilities have often been discriminated against in higher education; however, many institutions of higher education find ways of providing access to higher education for those with most forms of disabilities. Progress has been made in providing such access but undoubtedly there is still a need for more disability awareness, anti-stigma, and anti-discrimination training. At the same time higher education requirements, by default, involve higher cognitive capabilities. Some disabilities, those involving severe limitations of cognitive functioning, face insurmountable difficulties in meeting these higher intellectual demands, even with the most reasonable accommodations. Teacher education, for example, requires special attention to the cognitive tasks for which students are being prepared. We, therefore, discuss the role of teacher education in higher education and its special relationship to the matter of disability and inclusion. We also consider perspectives on the inclusion of individuals with disabilities in various other aspects of higher education.
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