Views of parents and advocates on embedding inclusive practices within higher education for people with intellectual disability in the Republic of Ireland.
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| Title: | Views of parents and advocates on embedding inclusive practices within higher education for people with intellectual disability in the Republic of Ireland. |
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| Authors: | Hennessy, Therese1,2 (AUTHOR) therese.hennessy@ul.ie, McMahon, Jennifer2,3 (AUTHOR), Doody, Owen1,2 (AUTHOR) |
| Source: | Journal of Intellectual & Developmental Disability. Dec2025, Vol. 50 Issue 4, p460-473. 14p. |
| Subject Terms: | *Children's rights, *Endowments, *Academic accommodations, *Qualitative research, *Focus groups, *Data analysis, *Undergraduate programs, *Universities & colleges, *Internship programs, *Parent attitudes, *Mainstreaming in special education, *Students with disabilities, *Learning, *Attitude (Psychology), *Research methodology, *Curriculum planning, *Action research, *Comparative studies, *Cognition, *Vocational guidance, *Social skills education, Sense of coherence, Interviewing, Reflection (Philosophy), Mentoring, Judgment sampling, Social integration, Sound recordings, Thematic analysis, Transportation, Parents of children with disabilities, Liberty, Social support, Psychosocial factors, Hope, Socialization |
| Geographic Terms: | Ireland |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Intellectual & Developmental Disability is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13668250 |
| DOI: | 10.3109/13668250.2025.2499655 |
