Dignity of Risk in Inclusive Postsecondary Education Programs

This chapter explores the principle of Dignity of Risk in inclusive postsecondary education for students with intellectual and developmental disabilities. It challenges protective models that restrict autonomy, arguing that true inclusion involves decision-making, risk-taking, and learning from both success and failure. Grounded in disability rights and evidence-based practices like the Self-Determined Learning Model of Instruction, Universal Design for Learning, and supported decision-making, the chapter shows how inclusive environments promote self-determination, resilience, and independence. Case studies across academic, vocational, residential, and social settings demonstrate how intentional supports can balance safety with autonomy. Recommendations focus on program culture, staff training, family engagement, and evaluation, positioning Dignity of Risk as a fundamental right essential to preparing students for meaningful adult lives.