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

Abstract

Inclusive post-secondary education (PSE) delivers positive personal, social and academic outcomes. However, there is limited support for students with intellectual disability (ID) to participate in higher education, particularly in Australia. This study investigated the expectations and experiences of students with ID in an inclusive individual support PSE programme. Semi-structured interviews were conducted with students ( n = 4) and peer mentors ( n = 6) at the beginning and end of one academic semester. Participants were asked about inclusive practices, goal attainment, mentoring experiences and skill development. Thematic analysis was used to analyse data. Four major themes and several subthemes were identified: self-determination (e.g. self-confidence), social development (e.g. social networks), intellectual development (e.g. subject knowledge) and inclusive practices. The results emphasized the value of inclusive PSE for students with ID. Recommendations regarding future practices of inclusive PSE for people with ID are provided.