Inclusive university experience in Australia: Perspectives of students with intellectual disability and their mentors

Abstract

Inclusive post-secondary education (PSE) delivers positive personal, social and academic outcomes. However, there is limited support for students with intellectual disability (ID) to participate in higher education, particularly in Australia. This study investigated the expectations and experiences of students with ID in an inclusive individual support PSE programme. Semi-structured interviews were conducted with students ( n = 4) and peer mentors ( n = 6) at the beginning and end of one academic semester. Participants were asked about inclusive practices, goal attainment, mentoring experiences and skill development. Thematic analysis was used to analyse data. Four major themes and several subthemes were identified: self-determination (e.g. self-confidence), social development (e.g. social networks), intellectual development (e.g. subject knowledge) and inclusive practices. The results emphasized the value of inclusive PSE for students with ID. Recommendations regarding future practices of inclusive PSE for people with ID are provided.

Peer Perspectives Within the Inclusive Postsecondary Education Movement: A Systematic Review

“…In many of these studies, peers characterized their relationships using particular descriptors. Thirteen studies included peers who described their relationships with students in the IPSE as a “friend” or a “friendship” (Bauer & Harlin, 2016; Carey, 2019; Carroll et al, 2009; Casale-Giannola & Kamens, 2006; Gibbons et al, 2018; Griffin et al, 2016; Hamill, 2003; Manikas et al, 2018; Marder et al, 2017; Prohn, 2014; Remis et al, 2017; Rillotta et al, 2020; Wilt & Morningstar, 2020). Among peers involved in formal experiences, several studies included peers who reported their mentor roles grew into friendships over time (Griffin et al, 2016; Remis et al, 2017; Wilt & Morningstar, 2020).…”

The lived experience of people with intellectual disabilities in post-secondary or higher education

“…This study also provides primary evidence of the value people place in learning and literacy in particular. Education may be as much about personal achievement and the opportunity to learn (Preece, 2001; Rillotta et al, 2020) as about being in a better position to gain employment or be included. Reading and writing were associated with enjoyment, friendship, independence and autonomy as well as personal achievement.…”

“…Academic supports and inclusive practices are identified in the previous research (Goode, 2007;O'Connor et al, 2012;Plotner and May, 2019;Rillotta et al, 2020); however, further research is required. This research could, for example, ascertain the most appropriate model of programme and explore current best practice, regarding mentors and their role, lectures and teaching strategies, academic and other adjustments and general challenges in supporting people with intellectual disabilities in post-secondary or higher education.…”

“…In Canada, there are many examples of well-structured and resourced programmes where students with intellectual disabilities have been included for over 25 years (Uditsky and Hughson, 2012). In Australia, while options are limited, there are some initiatives such as the Up the Hill Project at Flinders University in Adelaide offering options to people with intellectual disabilities (Rillotta et al, 2020).…”

“…Combating exclusion is essential to ensuring that economies can develop, while those at most risk can become part of the knowledge society and make their contribution (Higher Education Authority, 2015; Madaus et al, 2014; Stodden and Mruzek, 2010). People with intellectual disabilities value the opportunity to learn (Blumberg et al, 2008; Rillotta et al, 2020; Spassiani et al, 2017), have increased self-esteem and opportunities (Blumberg et al, 2008; Stefánsdóttir and Björnsdóttir, 2015; Weinkauf, 2002), feel more confident and independent (Wilson et al, 2012), widen their social networks (Folk et al, 2012; Plotner and May, 2019; Rillotta et al, 2020; Stefánsdóttir and Björnsdóttir, 2015) and have better employment opportunities (Butler et al, 2016; Stefánsdóttir and Björnsdóttir, 2015). In addition, the moral argument for inclusion is particularly strong as people with intellectual disability deserve to have their dreams fulfilled while avoiding the vulnerabilities associated with segregation (Uditsky and Hughson, 2012).…”