Inclusive education at a Spanish University: the voice of students with intellectual disability

Abstract

Providing an inclusive education to students with intellectual disability in higher education is an emerging challenge. This paper presents the results of a research study that analyses the perceptions of graduates from the Promentor Programme (Universidad Autónoma de Madrid, Spain). The study follows a phenomenological design and employs qualitative research methodology. Two focus groups are conducted, with 14 participants in total. The participants’ perspective is structured around the following categories: (a) Quality of life and training received; (b) barriers encountered; (c) supports received; and (d) lecturers’ competences. In general, participants give their experience a positive assessment in relation to aspects such as social inclusion, professional and personal development or self-esteem. The study’s conclusions highlight the convenience of an inclusive and qualitative research design that will serve to hear the voices of persons with intellectual disability, as well as their perception of the positive impact of university education on their lives.

Points of interest

• This article focuses on the perspective of Spanish university students with intellectual disability in order to understand their perceptions of their training experience in an inclusive higher education course.

• An inclusive research design is adopted which seeks to give voice to people with intellectual disability not only as participants, but also as members of the research team.

• The study confirms that, from the students’ perspective, university environments can be suitable for the education of students with intellectual disability; therefore, the creation of inclusive higher education programmes should be encouraged.

• University lecturers should receive training in inclusive education.

• Higher education institutions must take into account the voices of vulnerable groups of students in order to effectively eliminate existing barriers.

Keywords:

• Inclusive education
• university
• postsecondary education
• intellectual disability
• perceptions

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The research was funded by the Centro de Estudios de América Latina under Grant CEAL-AL/2017-19.