Making a Case for the Inclusion of People with Intellectual Disabilities in Higher Education

Deirdre Corby, Eilish King, Mary Petrie, Schira Reddy, Aisling Callan and Toff Andersen
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Deirdre Corby: School of Nursing, Psychotherapy and Community Health, Faculty of Science and Health, Glasnevin Campus, Dublin City University, D09 V209 Dublin, Ireland
Eilish King: Discipline of Occupational Therapy, Trinity College Dublin, D08 W9RT Dublin, Ireland
Mary Petrie: School of Nursing, Psychotherapy and Community Health, Faculty of Science and Health, Glasnevin Campus, Dublin City University, D09 V209 Dublin, Ireland
Schira Reddy: School of Nursing, Psychotherapy and Community Health, Faculty of Science and Health, Glasnevin Campus, Dublin City University, D09 V209 Dublin, Ireland
Aisling Callan: School of Nursing, Psychotherapy and Community Health, Faculty of Science and Health, Glasnevin Campus, Dublin City University, D09 V209 Dublin, Ireland
Toff Andersen: School of Nursing, Psychotherapy and Community Health, Faculty of Science and Health, Glasnevin Campus, Dublin City University, D09 V209 Dublin, Ireland

Disabilities, 2022, vol. 2, issue 3, 1-13

Abstract: 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.

Keywords: inclusion; intellectual disabilities; higher education; academic staff (search for similar items in EconPapers)
JEL-codes: I (search for similar items in EconPapers)
Date: 2022
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