How students with intellectual disabilities experience learning in one Irish university

Abstract

Over the last number of years, opportunities to learn in higher education for people with intellectual disabilities have increased. Consequently, this subgroup of students is gradually becoming part of an increasingly diverse college community. Because learning varies across different individual cultures and systems of higher education, our current understandings of how students with intellectual disabilities learn are inadequate. This study set out to explore how people with intellectual disabilities learn in one Irish college. Eighteen students with intellectual disabilities were asked to make a drawing of how they understood learning and were interviewed by six of their peers who trained as co-researchers. The findings indicate that the learning experiences of these students are as complex and as multifaceted as any other college student. A model that captures this learning is presented using four categories: the Cognitive Stages of Learning, Self-regulation of Learning, Learning as Collective Meaning Making and the Supportive Environment and Learning. The learning potential for people with intellectual disabilities presented in this paper goes some way to addressing preconceived notions associated with the label of intellectual disability.

Keywords:

• intellectual disability
• higher education
• experiences of learning
• inclusion
• phenomenography

Acknowledgements

The author wishes to acknowledge the CCL students and co-researchers whose participation made the study possible.

Notes on contributor

John Kubiak, D.Ed. lectures in the School of Education, Trinity College Dublin. In 2012, John was a recipient of Trinity's prestigious Provost Teaching Award which is designed to recognise and reward staff who have made an outstanding contribution in the pursuit of teaching excellence. In May 2013, John was awarded a postdoctorate research position and bursary from Trinity's School of Education.