The work integrated learning experience of a university student with intellectual disability: a descriptive case study

ABSTRACT

Inclusive higher education programs support people with intellectual disability (ID) to be included at university. However, until recently such programs have not typically offered the opportunity for students with ID to engage in Work Integrated Learning (WIL) experience. This case study investigates the experiences and processes involved in facilitating a university WIL placement (at a secondary school) for a student with ID (pseudonym: Serenity). Semi-structured interviews were conducted with Serenity and key stakeholders involved in the process. Participants (N=6) were asked about their experiences of the placement processes; the challenges they experienced; and the outcomes they observed. They were also asked to provide suggestions for future WIL placements for students with ID. Thematic analysis was used to analyse data. Five major themes were identified: authentic experience; good preparation; support before and during placement; student characteristics; and opportunities for direct work experience. Outcomes can inform future inclusive WIL experiences for university students with ID. Recommendations are provided regarding further investigation into employability skills that are transferable from university-based learning to the workplace.

KEYWORDS:

• inclusive higher education
• work integrated learning (WIL)
• practicum placement
• mentoring
• university
• intellectual disability

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Fiona Rillotta

Dr Fiona Rillotta is a Senior Lecturer in Disability and Community Inclusion in the College of Nursing and Health Sciences. She has a PhD in Psychology, and Bachelor of Social Science (Honours). Fiona was awarded Impact Seed Funding for Early Career Researchers (2019), the Vice-Chancellor’s Award for Excellence in Teaching (2017), and the Australasian Research Prize (2007)- most innovative contribution resulting in positive life changes. Fiona’s research includes: inclusive university for people with intellectual disability (ID); enhancing social networks of adults with ID; family quality of life; and attitudes towards ID. Fiona has published several journal articles and book chapters. She is Primary Supervisor to PhD students; has presented at academic conferences; and is peer reviewer for international journals. She has been working with people with disabilities in various settings for 20+ years, including: supporting inclusion of adults with ID at university and in the community; self advocacy training/ mentoring; program evaluation; disability awareness training; school classroom learning support for students with ID; and training/ supervising Special Olympics athletes. Fiona is an executive committee member of the International Association for the Scientific Study of Intellectual and Developmental Disabilities (IASSIDD) – Inclusive Education; and Quality of Life Special Interest Research Groups.

Lorraine Lindsay

Lorraine Lindsay has a Graduate Certificate in Public Policy, Bachelor of Disability and Developmental Education. Lorraine was awarded the Vice-Chancellor’s Award for Excellence in Teaching (2017). Lorraine has over 10 years’ experience working with people living with a range of disabilities, including intellectual disability, in a variety of roles in the community. She has 5 years’ experience in disability education at Flinders University, teaching across a range of first year disability topics in Disability and Community Inclusion in the College of Nursing and Health Sciences. From 2014 to 2017 Lorraine held the position of Up the Hill Project (UTHP) Coordinator, providing comprehensive training and supervision to peer mentors (work-integrated learning students) supporting participants with intellectual disability to audit topics at Flinders University. During this time, she was instrumental in facilitating the first university practicum placement for a student with ID. Her ongoing commitment to education excellence and enhancing the student experience is reflected in her regular contribution to curriculum topic development and learning design. Now working in the community as a disability professional, a combination of experience, dedication and passion for quality of life and education outcomes drives Lorraine to work tirelessly towards providing the most positive experience possible for all of the individuals she supports.

Cassandra Gibson-Pope

Dr Cassandra Gibson-Pope is a Casual Academic /Research Assistant in the College of Nursing and Health Sciences at Flinders University, she has a PhD in Social Sciences, a Master’s degree in 2013, a Bachelor of Applied Science Disability Studies (Hons) 1997, and over 20 years’ experience working across the local government, community services, university, registered training organisation sectors. Her passion is to support community development, social inclusion initiatives and increasing accessibility. Dedicated to developing and supporting leaders, graduates and trainees, Cassandra is skilled at building relationships with individuals, communities and organisations to achieve positive outcomes. She is a passionate advocate for people with a disability and new arrivals to Australia and is committed to creating great places for people to live, work and connect.