This study examines issues concerning inclusion in Canadian postsecondary education, especially educational programming and practices that enable adults with intellectual disabilities to participate and learn in regular classes in community colleges or vocational training colleges. The book first frames education as a human right and then explores the legal and policy context for inclusive postsecondary education in the Canadian provinces. Chapters examine the practice of inclusion, the systems of supports for instructors and students, and the means of overcoming key obstacles in the promotion of inclusive postsecondary education for people with intellectual disabilities. Based on a survey of 40 community college educators and interviews with 35 educators and parents, the book contends that instructors and college administrators are more likely to promote inclusion in the presence of: support networks for teachers; inservice instruction by community agencies; disability awareness workshops; professional development sessions; story sharing among teachers and families; and team approaches to individualized programming and accommodation. Barriers to inclusion are identified, including student loan penalties for students with disabilities who take a reduced course load, and certification and accreditation requirements. The implications of Canadian federal budget cuts to postsecondary education are examined. Appendices contain notes about the study's methodology and statistical tables of study results. (Contains approximately 100 references.) (DB)