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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.

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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.
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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  Data: 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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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Intellectual+%26+Developmental+Disability%22">Journal of Intellectual & Developmental Disability</searchLink>. Dec2025, Vol. 50 Issue 4, p460-473. 14p.
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  Data: 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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  Data: <i>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.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189522564
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.3109/13668250.2025.2499655
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 460
    Subjects:
      – SubjectFull: Children's rights
        Type: general
      – SubjectFull: Endowments
        Type: general
      – SubjectFull: Academic accommodations
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Focus groups
        Type: general
      – SubjectFull: Data analysis
        Type: general
      – SubjectFull: Undergraduate programs
        Type: general
      – SubjectFull: Universities & colleges
        Type: general
      – SubjectFull: Internship programs
        Type: general
      – SubjectFull: Parent attitudes
        Type: general
      – SubjectFull: Mainstreaming in special education
        Type: general
      – SubjectFull: Students with disabilities
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Attitude (Psychology)
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Curriculum planning
        Type: general
      – SubjectFull: Action research
        Type: general
      – SubjectFull: Comparative studies
        Type: general
      – SubjectFull: Cognition
        Type: general
      – SubjectFull: Vocational guidance
        Type: general
      – SubjectFull: Social skills education
        Type: general
      – SubjectFull: Sense of coherence
        Type: general
      – SubjectFull: Interviewing
        Type: general
      – SubjectFull: Reflection (Philosophy)
        Type: general
      – SubjectFull: Mentoring
        Type: general
      – SubjectFull: Judgment sampling
        Type: general
      – SubjectFull: Social integration
        Type: general
      – SubjectFull: Sound recordings
        Type: general
      – SubjectFull: Thematic analysis
        Type: general
      – SubjectFull: Transportation
        Type: general
      – SubjectFull: Parents of children with disabilities
        Type: general
      – SubjectFull: Liberty
        Type: general
      – SubjectFull: Social support
        Type: general
      – SubjectFull: Psychosocial factors
        Type: general
      – SubjectFull: Hope
        Type: general
      – SubjectFull: Socialization
        Type: general
      – SubjectFull: Ireland
        Type: general
    Titles:
      – TitleFull: Views of parents and advocates on embedding inclusive practices within higher education for people with intellectual disability in the Republic of Ireland.
        Type: main
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          Name:
            NameFull: Hennessy, Therese
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            NameFull: McMahon, Jennifer
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            NameFull: Doody, Owen
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          Dates:
            – D: 01
              M: 12
              Text: Dec2025
              Type: published
              Y: 2025
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              Value: 50
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            – TitleFull: Journal of Intellectual & Developmental Disability
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