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

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...

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Bibliographic Details
Published in:Journal of intellectual disabilities 2020-03, Vol.24 (1), p.102-117
Main Authors: Rillotta, Fiona, Arthur, Jillian, Hutchinson, Claire, Raghavendra, Parimala
Format: Article
Language:English
Subjects:
Adult
Australia
College students
Confidence
Female
Foreign Countries
Goal Orientation
Higher education
Humans
Inclusion
Inclusive education
Intellectual Development
Intellectual disabilities
Intellectual Disability
Intellectual Disability - psychology
Intellectual Disability - rehabilitation
Male
Mentoring
Mentors
Peer Teaching
Personal Autonomy
Program Effectiveness
Qualitative Research
Secondary education
Self Concept
Self Determination
Self Efficacy
Skill Development
Social Development
Social Inclusion
Social Networking
Social networks
Student Experience
Students - psychology
Students with Disabilities
Undergraduate Students
Universities
University students
Young Adult
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Summary: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.
ISSN:1744-6295
1744-6309
DOI:10.1177/1744629518769421