Lecturer Responses to the Inclusion of Students With Intellectual Disabilities Auditing Undergraduate Classes

Abstract

Although postsecondary education for people with intellectual disabilities can improve their chances of employment and create a more satisfying life, higher education is becoming a more usual avenue of postschool learning. As part of a 2‐year Certificate in Contemporary Living (CCL) Program offered at Trinity College Dublin, students audited undergraduate university courses, partly with assistance of class peer mentors. The study sought to explore the views of university lecturers whose classes the students attended, the impact of the auditing arrangement on the lecturers' teaching strategies and on other students, particular challenges lecturers faced, and suggestions for improvement. Eleven lecturers teaching courses across two faculties agreed to participate in semi‐structured interviews. All staff strongly supported the initiative, because it provided opportunity both for CCL students to learn with undergraduate peers and for lecturers to consider more inclusive instructional approaches for all learners in their classes. The level of understanding shown by many auditing students and their openness to participate in questions, discussion, and field and lab work impressed the lecturers who noted the positive impact this had on other class members. The willingness of lecturers to develop more accessible instructional practices aligned with institutional policies on quality assurance in teaching. They suggested improvements to enable earlier briefing of lecturers and increased participation of students within the auditing process. Future research exploring lecturer and undergraduate students' views of CCL student competence is suggested to inform improved preparation of professionals.

Postsecondary Education Programs for Students With an Intellectual Disability: Facilitators and Barriers to Implementation

“…Only 3% of PSE directors identified faculty burden as a major barrier to their program at the present time, while 88% rated individual faculty members as supportive or extremely supportive at the present time and 76% of academic departments were currently rated as supportive or extremely supportive. As noted in the literature review, individual program reports on faculty enthusiasm and participation were somewhat equivocal at first, but it is highly likely that, nationwide, efforts to support and educate faculty have addressed many concerns (CaustonTheoharis et al, 2009;Haffner et al, 2011;O'Connor et al, 2012) As also indicated in the literature, faculty support was identified as a strength, particularly when supported by preparation and participation in faculty-related decisions (Uditsky & Hughson, 2012).…”

“…Although faculty reluctance was identified as a barrier, the faculty interviewed in this study were open to and supportive of the PSE program; their reluctance stemmed from fear that they were not adequately trained or qualified to work with students with IDD. O'Connor, Kubiak, Espiner, and O'Brien (2012) also reported strong support from faculty and a willingness to be flexible in course delivery in a qualitative study conducted at a university in Ireland. The researchers reported that program support was built on a strong foundation of social justice embraced by the faculty interviewed.…”

“…The questions were identified by reviewing studies that reported barriers and supports experienced by new programs and selecting those that appeared in multiple studies (Folk et al, 2012;Getzel, 2008;Hafner et al, 2011;Neubert & Redd, 2008;O'Connor et al, 2012;Plotner & Marshall, 2014;Stodden & Whelley, 2004;Thoma, 2013;Thoma et al, 2011). The survey instrument consisted of four sections and 56 questions used in the analysis.…”

Inclusión de personas con discapacidad intelectual en la universidad. Resultados del Programa Promentor (UAM-PRODIS, España)

“…At Trinity College, Dublin, the two-year educational program "Certificate in Contemporary Living" (CCL) has been in place since 2005 for people with intellectual disability (O'Connor et al, 2012). The aim of this program is to promote inclusion for PWID through a syllabus of ten subjects, of which two are optional.…”

Doing online research involving university students with disabilities: Methodological issues

“…One major problem concerns the composition of the sample of participants. Examples of commonly encountered disabilities in higher education include autism, psychiatric disorders, learning disabilities, sensory deficits, and motor deficits (De Cesarei, 2015;Morris & Turnbull, 2007;Nevill & White, 2011;O'Connor, Kubiak, Espiner, & O'Brien, 2012). Each type of disability poses specific challenges related to the type and severity of the impact on the student's life, the psychological impact of the disability, and the stigma associated with it (Fevre, Robinson, Lewis, & Jones, 2013;Kuruvilla & Joseph, 1999).…”