Inclusive University Experience in Australia: Perspectives of Students with Intellectual Disability and Their Mentors

Autor/inn/en	Rillotta, Fiona; Arthur, Jillian; Hutchinson, Claire; Raghavendra, Parimala
Titel	Inclusive University Experience in Australia: Perspectives of Students with Intellectual Disability and Their Mentors
Quelle	In: Journal of Intellectual Disabilities, 24 (2020) 1, S.102-117 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-6295
DOI	10.1177/1744629518769421
Schlagwörter	Inclusion; Intellectual Disability; Students with Disabilities; Mentors; Peer Teaching; Foreign Countries; Skill Development; Self Determination; Social Development; Intellectual Development; Program Effectiveness; Goal Orientation; Undergraduate Students; Self Efficacy; Student Experience; Australia + Suchen Sie Ihr Suchwort? Inklusion; Intellect; Disability; Disabilities; Verstand; Behinderung; Student; Students; Schüler; Schülerin; Studentin; Peer group teaching; Peer Group Teaching; Ausland; Kompetenzentwicklung; Qualifikationsentwicklung; Selbstbestimmung; Soziale Entwicklung; Mental development; Geistige Entwicklung; Zielorientierung; Zielvorstellung; Self-efficacy; Selbstwirksamkeit; Studienerfahrung; Australien
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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01