Experiences of Students With Intellectual Disabilities and Peer Mentors in an Irish Higher Education Institution

The 21st century to this point has seen increased diversity throughout the student population in higher education. Many stakeholders value this diversity as it enhances the overall education experience for all students. While the number of students with disabilities in higher education is rising, challenges and barriers to participation remain, including for people with intellectual disabilities. The intent of this paper is to make a case for the inclusion of people with intellectual disabilities in higher level education. Following the introduction to the topic, the existing literature on inclusion in higher education is explored, and issues such as challenges to inclusion are discussed. We then explain the situation in the Republic of Ireland, detailing how one university-based programme, the Dublin City University (DCU) Ability project, aims to prepare people with intellectual disabilities to move towards employment. The results of a survey sent to the staff in the University (n = 112), exploring their knowledge and views of the project, is then presented. While the project has been well received by learners and their supporters, it was important to identify the views of University staff to promote the future growth and sustainability of the project. The common themes identified were inclusion and diversity, communication issues, and positioning the project in the University’s Strategic Plan. The results contribute to the case for inclusion as university staff indicate their support while acknowledging challenges. These challenges are primarily in the area of communication but also in ensuring that university goals are implemented to provide a diverse and inclusive university community. We make the case that diversity should be valued, and that universities should be a space for all students, including those with intellectual disabilities, to learn and thrive.

Date Presented 04/01/2022 Peer mentors play a pivotal role in supporting students with intellectual and development disabilities (IDD) in their academic and social success in inclusive postsecondary education (IPSE) college programs. As IPSE programs grow across the United States, peer mentors require training to best support students with IDD in their academic and social pursuits on campus. This poster presents the role of OT in training peer mentors to effectively support IPSE students. Primary Author and Speaker: Morgan Cargiulo Additional Authors and Speakers: Meghan Blaskowitz

According to Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (CRPD), state parties recognize the right of persons with disabilities to education. In this paper we focus on access to higher education for persons with intellectual disabilities and the recognition or non-recognition of these persons as students and learners. The year 2024 marks 30 years since the Salamanca Statement was adopted, and the system of inclusive education still faces many challenges. One challenge is that persons with intellectual disabilities have not yet been included in higher education, although they are included in primary and secondary education as students in special needs education. The aim of this article is to identify and discuss possibilities and obstacles that may be arise when granting persons with intellectual disabilities participation in higher education. Based on experiences from a single case study – a pilot project developing a higher education programme in human rights for students with intellectual disabilities – we examine possibilities and obstacles at the institutional level. Using Honneth’s relational theory of recognition, we analyse the results with a focus on what can be learned from this project in regard to welcoming students with intellectual disabilities in higher education.

Researches involving people with disabilities in Higher Education are not recent, many researchers have addressed several aspects inherent to the theme. However, when we focus on the specificity of intellectual disability we find that the number of investigations is restricted. With the objective of mapping the researches that have been carried out in the Postgraduate Programs on admission, permanence and participation of students with disabilities and with intellectual disability in Higher Education, we conducted a survey in the Bank of Thesis and Dissertations of the Coordination of Improvement of Personnel and the Brazilian Digital Library of Theses and Dissertations. The temporal cut was from year 2005 to July 2018. As search descriptors we use the combined expressions: university x deficiency, Higher Education x deficiency, Higher Education x deficiency, university x intellectual deficiency, Higher Education x intellectual deficiency, Higher Education x deficiency intellectual. After reading the titles and abstracts of the 176 theses and dissertations found, through the technique of Content Analysis, we performed a categorization of the topics covered. In the sequence, we analyze the complete works that contemplated the students with intellectual deficiency. We found that there are a limited number of papers dealing with intellectual disability in Higher Education, only five of them considered intellectual disability, which indicates the need to undertake research on this subject, especially since Law no. 12.711 / 2012 was amended in December. 2016, inserting people with disabilities in the public contemplated by the reservation of vacancies/quotas in the federal universities and in the federal institutions of technical education of average level.

Individuals with intellectual disability (ID) have largely been excluded from accessing all levels of education and participating in college life. Fortunately, academic institutions around the world are slowly beginning to examine how they can support equal citizenship of individuals with ID within their community. In Ireland, one university has recently accredited an innovative higher education programme for college students with intellectual disabilities. One of the emergent modules focuses on mathematics and recognises the importance of developing students’ numeracy skills in order to confidently navigate today’s society. Despite the increased emphasis on general mathematics education, the authors found there to be a dearth of research regarding the development of such a module for students with ID. This paper describes the design and development of the mathematics module and also details its piloting and evaluation with a cohort of students with ID who were enrolled in a higher education course in an Irish university.

The goal of this communication is to provide clinicians and behavioral scientists with a scoping perspective on the diverse array of impacts of the COVID-19 pandemic on individuals with intellectual and developmental disabilities (IDD) in the U.S. It is our hope that this will stimulate subsequent scientific and advocacy efforts to ameliorate the disproportionate burden of the pandemic on people with IDD.We begin with the assertion that among non-infected persons in the U.S. few are more adversely affected by COVID-19 than individuals with IDD, given that a vast proportion require in-person care or critical therapeutic support within their living environments, with little back-up or systematic coverage for prolonged interruption of services.Many have temporarily lost access to trained caregivers or community service providers, and now face evolving threats to the return of baseline service, given uncertainties in State and agency budgets.Therefore, a first priority relates to restoration of in-person support services or comparable alternatives.There have been emerging guidelines on the safe care and support of individuals with IDD during the COVID pandemic-see Supplementary Table (ST) 1 which lists resources and documentation of early success of such strategies, however guidance is still evolving, has not permeated all reaches of the community where the information is desperately needed, and is not always presented in ways that can be fully comprehended by those with IDD.It must be

Introduction. The inclusion of students with disabilities in higher education is a fundamental right recognised by the legal system since its recognition in the United Nations Convention on the Rights of Persons with Disabilities. However, the measures adopted by European countries to promote their incorporation are not always accompanied by parallel training actions that provide university professors with the necessary knowledge to incorporate people with intellectual disabilities into the classroom with the same guarantees and opportunities as people without intellectual disabilities. Objective. This paper aims to provide specific data on the self-perceived training needs of university teaching staff and thus lay the foundations for a specific training programme. Methods. A cross-sectional study was carried out by means of a survey designed to collect the teachers' perceptions of their own competences and the effectiveness of their knowledge, as well as the importance they attached to some aspects of intellectual disability. The survey was administered to teachers in Serbia, the Netherlands, Portugal, Italy and Spain, with a total sample of 1009 teachers. Results. The results obtained showed that the perception of self-perceived competence in educational skills is dependent on three main factors: previous specific training, teaching experience with people with intellectual disabilities and own personal experiences. Conclusion. The present study demonstrated the concern and need of the teaching staff to obtain specific training on people with intellectual disabilities in higher education.

The inclusion of students with disabilities in Brazilian higher education has expanded in recent decades, driven by legal advances and policies aimed at democratizing access. However, student retention and academic success remain significant challenges, particularly in light of historically homogenizing pedagogical practices that fail to address diversity. This article presents a longitudinal experience report of specialized academic mentoring developed over three years with a student with intellectual disability enrolled in an undergraduate program. Grounded in a historical-critical perspective of higher education and inclusive education, the study articulates theory and practice. The mentoring actions included systematic academic support, guided reading of scientific texts, organization of academic routines, assessment mediation, and continuous articulation with course instructors to align pedagogical accessibility strategies. Initially, mentoring sessions were conducted intensively and gradually reduced as the student developed greater academic autonomy, with increased support during assessment periods. The results indicate significant improvements in study organization, comprehension of academic content, academic performance, and the strengthening of the student’s sense of belonging to the university. The study concludes that specialized academic mentoring, when conceived as a longitudinal and mediating practice, represents a powerful strategy for promoting inclusion and qualified retention of students with intellectual disabilities in higher education, contributing to the democratization of access to scientific knowledge and to the transformation of university practices.

Providing an inclusive education to students with intellectual disability in higher education is an emerging challenge. This paper presents the results of a research study that analyses the perceptions of graduates from the Promentor Programme (Universidad Autónoma de Madrid, Spain). The study follows a phenomenological design and employs qualitative research methodology. Two focus groups are conducted, with 14 participants in total. The participants’ perspective is structured around the following categories: (a) Quality of life and training received; (b) barriers encountered; (c) supports received; and (d) lecturers’ competences. In general, participants give their experience a positive assessment in relation to aspects such as social inclusion, professional and personal development or self-esteem. The study’s conclusions highlight the convenience of an inclusive and qualitative research design that will serve to hear the voices of persons with intellectual disability, as well as their perception of the positive impact of university education on their lives. Points of interest This article focuses on the perspective of Spanish university students with intellectual disability in order to understand their perceptions of their training experience in an inclusive higher education course. An inclusive research design is adopted which seeks to give voice to people with intellectual disability not only as participants, but also as members of the research team. The study confirms that, from the students’ perspective, university environments can be suitable for the education of students with intellectual disability; therefore, the creation of inclusive higher education programmes should be encouraged. University lecturers should receive training in inclusive education. Higher education institutions must take into account the voices of vulnerable groups of students in order to effectively eliminate existing barriers.

In the context of the Covid-19 pandemic and the various subsequent changes and behavioral adjustments necessary in the educational field, two important articles were recently published in Anatomical Sciences Education (Franchi, 2020; Srinivasan, 2020). The first study (Franchi, 2020) reported the impact of the pandemic on human anatomy education in the United Kingdom. This article described from the perspective of a medical student how the lack of practical teaching with cadavers can adversely impact training and lead to losses for students.

ABSTRACTBackgroundThough people with intellectual disability have historically been excluded from university education, over the past three decades programmes facilitating the inclusion of people with intellectual disability in higher education, including university, have been developed in some jurisdictions such as the United States, Canada, Ireland, Europe and Australia. There is limited examination of the full range of potential outcomes for students with intellectual disability participating in such programmes. Such research rarely explores barriers and facilitators in relation to particular programme models and the achievement of the potential outcomes. The current study set out to examine the range of outcomes associated with inclusive university programmes, with a particular focus on autonomy, self‐confidence, inclusion and employment.MethodFor this scoping review, six academic databases were searched using broad search terms. Forty‐five studies meeting our inclusion criteria were subjected to quality assessment to ensure only high‐quality evidence informed data analysis. Twenty‐two studies were included in the final review, from which data were extracted to answer our research question.ResultsStudents were reported to achieve outcomes related to employment, confidence, autonomy and social skills. Factors reported as either facilitating or impeding positive personal, vocational and/or socio‐emotional outcomes for students with intellectual disability participating in inclusive university programmes included accessibility, expectations, supports, attitudes and acceptance, pedagogy and programme design.ConclusionsProgrammes that provide individualised support for the inclusion of people with intellectual disability in university life led to primarily positive outcomes for people with intellectual disability. We argue that a whole‐of‐university approach to supporting full and genuine inclusion of students with intellectual disability is needed and we provide recommendations for research and practice.

Inclusive education remains a challenge to be embraced by the national educational system, and this challenge becomes even more pronounced when considering the access and participation of young individuals with intellectual disabilities in higher education. The present systematic review aims to delve into the scientific literature addressing the theme of the presence of students with intellectual disabilities in Spanish university classrooms. To achieve this, a thorough examination of 34 scientific articles published between 2012 and 2022 was conducted across the databases of Dialnet, RedALyC, SCOPUS, Web of Science, and Google Scholar. Through the analysis of the selected studies, a research trend regarding the inclusion of students with intellectual disabilities in Spanish universities is identified, and the results are summarized. These results indicate a disparity between the increasing response of Spanish universities to students with intellectual disabilities and the limited production of scientific literature on the subject. The review concludes by emphasizing the need to promote high-quality inclusive research processes within the university environment, with a focus on accessibility and equal opportunities for young individuals with intellectual disabilities in higher education.

The COVID-19 pandemic shift to online learning has raised concerns regarding students’ mental health and academic performance, particularly for students with intellectual disabilities. Objective: This paper examines the effects of online learning on stress, anxiety, and social isolation and those factors on academic performance, Grade Point Average (GPA), and participation in online learning and engagement, particularly for students with intellectual disabilities (IDs). Methods: The current study employed a quasi-experimental research design and targeted 500 participants, comprising both undergraduate and postgraduate students. Of these, 50 participants were identified as having intellectual disabilities (IDs) through self-reporting and institutional records. The remaining 450 participants were typically developing students selected through stratified random sampling to ensure proportional representation across academic levels and disciplines. The Perceived Stress Scale (PSS), Generalized Anxiety Disorder-7 (GAD-7), and UCLA Loneliness Scale were adopted from validated and widely used psychometric tools in mental health research. These instruments have been previously validated for reliability and applicability across diverse populations. Multiple linear regression and Pearson correlation coefficients (PPMC), which help identify associations and control for confounding factors, were used to examine the relationships and potential predictive effects between mental health variables and learning outcomes. Pearson correlation coefficients were utilized to analyze the linear relationships between mental health variables (stress, anxiety, and social isolation) and academic performance (GPA). Additionally, multiple linear regression analysis was conducted to predict the impact of these mental health variables on academic performance while controlling for confounding factors such as age, gender, and degree level. Results: Participants with IDs reported significantly higher levels of stress (PSS, M = 25.8), anxiety (GAD-7, M = 12.5), and social isolation (UCLA, M = 48.6) compared to the control group. Mental health variables had a significant negative relationship with GPA, with stress having a correlation coefficient of -0.51 and anxiety having a correlation coefficient of -0.48. In regression analysis, stress was found to have the largest effect on the outcome of GPA, seconded by anxiety and then social isolation. Conclusion: A direct impact of mental health on learning is observed, particularly for students with IDs, implying the necessity of developing an individual mental health promotion program and ways of creating more effective online learning for students with IDs that help alleviate stress, anxiety, and isolation.

Students with intellectual disability (ID) are increasingly seeking higher education opportunities. High school to higher education transition presents challenges for all students, including students with ID. Special educators are uniquely positioned to assist students with ID navigate the transition process. This chapter recommends roles for special educators in transition planning and suggests strategies that can prepare students with ID for inclusion in higher education.

Project Panther LIFE is an inclusive postsecondary transition program for students with intellectual disabilities providing university access and participation with the primary goal of employment at program completion. Students in the program receive support from their academic mentors and peer coaches during the academic year. This study examines the skills and activities mentors use during their weekly sessions with students with intellectual disabilities and identifies areas in which mentors may require further support or training. Data analysis revealed major themes related to inclusion, self-determination, and adaptive behavior skills. Upon review of the data, we suggest that mentors need ongoing support from transition programs especially in areas related to encouraging self-advocacy and supporting time management.