‘People With Intellectual Disabilities Can Really Go to Uni, They Can Study, They Just Need That Extra Assistance’–Stories of People With Intellectual Disability Experiencing University in Australia

ABSTRACT

Background
This paper was written by researchers with and without intellectual disability working in two Australian universities. Each university has an inclusive programme. The co‐researchers were former students of these programmes. The reason for this study was to find out what people in these two programmes did while they were at university, what they liked and disliked about their experience and what they have been doing since they finished university.


Methods
Researchers recorded conversations about university experiences with 10 current and former students of the two programmes and five participants' family members. From this, the students' ‘journey’ to, through and after university was co‐written by a pair of researchers with and without lived experience. These stories were reviewed by a team of people with lived experience. In this paper, five journeys are presented as well as a summary of what was reported across all 10 stories.


Findings
The study found that participants had a positive experience at university and developed self‐confidence. They enjoyed learning and having choices in their learning. Some students reported feeling included, meeting new people, having good relationships with mentors and having positive involvement with university clubs. Others reported difficulties making friends, feeling unaccepted or not fully included in all parts of university life. Some programme graduates went on to paid employment or other learning. Not all students felt supported with the move to other opportunities after university.


Conclusions
This study highlights the importance of including people with intellectual disability as researchers and advisors in studies about people with intellectual disability. The study also shows more needs to be done within these programmes to help students develop genuine relationships at university beyond the programmes. More needs to be done to ensure new friendships continue after leaving the programme. Students also need to be better supported on their post‐university journeys.