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

Lessons learnt from transitioning to online mentoring and learning at university during COVID-19 for adults with intellectual disability

BACKGROUND

COVID-19 influenced education delivery worldwide. The Up the Hill Project (UTHP), a university mentoring program in Australia for people with intellectual disability, transitioned from a face-to-face to online format during 2020.

RESULTS

The experience of transitioning online for one semester (12-week period) had positives and challenges associated with it. The UTHP Coordinator reported initial doubts for the online mode and identified the importance of at home support. However, the experience has opened up avenues for future program practices, such as intake processes and increased flexibility. From the participants' perspective, the online experience supported participants to develop new technology skills. However, challenges were that participants needed support, and missed face-to-face contact.

CONCLUSION

Online mentoring in the UTHP had challenges, but has also supported continuation of university programs. Lessons learnt will influence the development of the UTHP in some capacity into the future.

Where to next? Experiences of adults with intellectual disability after they complete a university program

BACKGROUND

Adults with intellectual disability who attended higher education programs have reported increasing self-determination, developing social skills and forming relationships. However, there is limited evidence about what adults with intellectual disability do after they complete such programs. This study investigated the experiences of adults with intellectual disability after they completed an inclusive higher education university program in Australia.

MATERIALS & METHODS

This qualitative study used a phenomenological approach. Semi-structured interviews were conducted with adults with intellectual disability who had completed the program (N = 6). Data were thematically analysed and interpreted using Bronfenbrenner's ecological systems theory.

RESULTS

Participants developed lasting connections with mentors and staff but not with peers. Some participants accessed more opportunities, returned to study, increased topic-specific knowledge, and developed life skills; however, others faced challenges with transition from the program.

DISCUSSION

Findings highlight a need to explore ways to enhance the transition from the program to the wider university environment and/or employment. Suggestions for practice are provided to help inform future development of inclusive higher education programs for adults with intellectual disability.

CONCLUSION

With appropriate support adults with intellectual disability can experience positive post-university outcomes and opportunities; however, limited social interaction with informal supports such as peers, challenges the inclusive model.

Graduating University as a Woman with Down Syndrome: Reflecting on My Education

This paper reflects on the experience of being a woman with Down Syndrome who completed an undergraduate degree at an Australian university. This autoethnography is based on a year-long research project completed as part of my studies. I did a literature review about the experiences of other students with an intellectual disability at university. Then, I wrote about my own university experience. I found that the parts of my own educational journey were linked to each other like stepping-stones. Four main things came from my research: the importance of the journey before going to university; the isolation experienced by students in this situation; how stereotypes might affect students; and teaching methods that can be used to support students during their time at university. This experience changed me as a person. I gained skills and confidence whilst being at university, as well as the ability to see where I am going in life. This experience made me feel more part of society. While there were many wonderful parts, it was not an easy journey. People with an intellectual disability have a right to have an education. What makes the biggest difference is the way we are treated by other people. It would be good for students with an intellectual disability to be accepted and treated with respect. People may have a different way of learning, and it would be good if this was recognised.

Promoting the Self-Determination of Mexican Young Adults Identified with Intellectual Disability: A Sociocultural Discourse Analysis of Their Discussion about Goal Setting

Self-determination is the product of the individuals’ volition in interaction with their environment. Enhancing the self-determination of young adults with intellectual disability (ID) has been related to positive adult outcomes. Educational programmes to promote self-determination commonly rely on the interaction between students and educators to set goals and make plans to achieve them. Yet the quality of these interactions has been little studied. This research involves Mexican students identified with ID who had accessed universities through the education programme: Building Bridges. The paper presents findings of a sociocultural discourse analysis of the conversations that arose when three students, a teacher and a facilitator discussed courses of action to achieve the students’ “Challenge of the Month” goals. We discuss how the student’s goal setting could be supported and hindered in these conversations. Potential constraints on students’ goal setting are noted when discussions of concrete courses of action are prioritized over discussions that would lead students to reflect more deeply on the motives behind their goals.