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Views of parents and advocates on embedding inclusive practices within higher education for people with intellectual disability in the Republic of Ireland
Date
2025-05-16
Abstract
Background: Higher education institutions aim to provide access to individuals with intellectual disability, yet the numbers remain small. Developing inclusive learning environments is a complex process, with parents and advocates playing vital roles in identifying barriers and solutions. This study explores their perspectives on embedding inclusive practices in higher education in the Republic of Ireland. Method: A qualitative design was employed, utilising focus group interviews and purposive sampling to gather in-depth insights. Results: Thematic analysis identified three key themes: (i) advocating for educational opportunities; (ii) preparing for inclusion; and (iii) designing inclusive education. These themes were framed using normalisation process theory constructs to guide interpretation. Conclusion: Inclusive higher education is desirable and achievable through collaboration, positive attitudes, and targeted support. Engaging parents and advocates as stakeholders is essential for overcoming challenges, fostering meaningful participation, and advancing the development of inclusive learning environments for individuals with intellectual disability.
Supervisor
Description
Publisher
Taylor & Francis Group
Citation
Journal of Intellectual & Developmental Disability pp. 1-14
Collections
Files
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Hennessy_2025_Views.pdf
Adobe PDF, 2.31 MB
Funding code
Funding Information
Sustainable Development Goals
External Link
Type
Article
Rights
http://creativecommons.org/licenses/by-nc-sa/4.0/