I'm Trying to Mix, but It's Really Hard to Talk and Explain Ideas: Inclusion of Students With Down Syndrome in Higher Education

Abstract

This chapter describes experiences of inclusion from the perspective of young adults with Down syndrome, participating in an intensive education to work (EtW) training programme. The programme, designed by a non-governmental organisation (NGO), was conducted within a private university in Australia working in partnership with the NGO.

Drawing from a broader formative evaluation of the programme, the case study investigated how inclusion was described and understood by the student participants and individuals involved in facilitating or supporting the programme. Data collection involved conducting a focus group interview with student participants and face-to-face interviews with their teachers, a student volunteer and two university lecturers who interacted with students in the programme. The findings have been used to improve the processes of the programme currently undergoing its third iteration.

Findings suggest the need to consider at least two levels of provision in the development of equitable education for individuals participating in this programme. These include considering their voices at the level of programme design, and secondly, deliberately facilitating disability confidence programs for university students and staff.

The study notes that embedding education to employment training programs for individuals with intellectual disabilities within university settings provide them with opportunities to experience and access higher education; however, more investigations are needed to ascertain what equitable higher education in practice means for them.

Citation

De Souza, D.E. and Vongalis-Macrow, A. (2024), "I'm Trying to Mix, but It's Really Hard to Talk and Explain Ideas: Inclusion of Students With Down Syndrome in Higher Education", Rose, R. and Shevlin, M. (Ed.) Including Voices (International Perspectives on Inclusive Education, Vol. 23), Emerald Publishing Limited, Leeds, pp. 177-189. https://doi.org/10.1108/S1479-363620240000023014