Students with intellectual and developmental disabilities in inclusive higher education: perceptions of stakeholders in a first-year experience

Evaluation of Self-Concept in the Project for People with Intellectual Disabilities: “We Are All Campus”

“…Therefore, the three factors that plenty of authors understand as intervening in the achievement of a positive self-concept ( Brewer and Movahedazarhouligh 2019 ) are already present: the individual competence of the subject, the various opportunities that arise in the context for it ( Manzanera and Brändle 2019 ), and the different props they may find ( Arnaiz et al 2020 ; Claiborne et al 2010 ).…”

“…As more students with disabilities successfully complete their early education, the need to move towards inclusive practices within higher education is increasing ( Moriña 2017 ). Historically, university education and the group of students with intellectual disabilities have not been compatible entities ( Brewer and Movahedazarhouligh 2019 ). In recent years, higher education institutions, on an upward scale, have offered opportunities for students with intellectual disabilities to participate in campus life ( Ryan et al 2019 ).…”

“…Closely linked to the inclusion of the person with intellectual disabilities is the self-concept that this group expresses and how their passage through the university can lead to an improvement in it. It should be remembered that self-concept, as a system of cognitive structures to interpret and respond to the environment ( Brewer and Movahedazarhouligh 2019 ; Manzanera and Brändle 2019 ) based on their attitudes, has four fundamental aspects: The self-concept of an affective nature, which is understood through the perception that a person manifests regarding their emotional development ( Claiborne et al 2010 ); The self-concept of an ethical nature, which is related to the honesty and vision of that person integrated into society with the civic values marked by it ( Mullins and Preyde 2013 ); The self-concept of an autonomous nature, where the individual experience is perceived as the possibility of acting according to one’s own criteria ( Fonseca et al 2019 ); The self-concept related to self-realization, which reflects the achievement of planned goals and the state of the person in respect of her objectives ( Mock and Love 2012 ). …”

The University Administrative Staff Perception of Inclusion in Higher Education

“…Certain steps have been taken, and changes promoted, both in legislative acts and in practice. There are more and more such programs around the world (Brewer & Movahedazarhouligh, 2019). The results of such programs are rather positive, as students after graduating from those programs have been entering the labour market; such practices raises awareness as a social value in higher education (Herrero, Gasset, & Garcia, 2020).…”

Evaluación de la pertinencia del título universitario “Todos Somos Campus” dirigido a personas con discapacidad intelectual

“…El objetivo primordial fue redefinir conceptos erróneos entre jerarquías de discapacidades, así como la relación entre personas con y sin discapacidad, como términos descriptivos (Vehmas y Watson, 2014). Históricamente, la educación universitaria y el colectivo de estudiantes con discapacidad intelectual, no han sido entes demasiado compatibles (Brewer y Movahedazarhouligh, 2019). En los últimos años, las instituciones de educación superior, de manera ascendente, han ofrecido oportunidades para que el alumnado con discapacidad intelectual participe en la vida del campus (Ryan, Randall, Walters y Morash-MacNeil, 2019).…”