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An exploration of educators' experiences of inclusive post-secondary education (IPSE) programmes: a Qualitative study.

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Title: An exploration of educators' experiences of inclusive post-secondary education (IPSE) programmes: a Qualitative study.
Authors: Hennessy, Therese1,2 (AUTHOR) therese.hennessy@ul.ie, McMahon, Jennifer2,3 (AUTHOR), Doody, Owen1,2 (AUTHOR)
Source: European Journal of Special Needs Education. Aug2026, Vol. 41 Issue 4, p643-660. 18p.
Subject Terms: *Inclusive education, *Higher education, *Individualized instruction, *Intellectual disabilities, *Curriculum planning, *Qualitative research, *College teacher attitudes
Abstract: Inclusive Postsecondary Education (IPSE) programmes for individuals with intellectual disability within higher education are increasing in number, providing personal and professional development opportunities, challenging biases and highlighting students' capabilities. While existing research has primarily concentrated on student experiences, there is a scarcity of studies investigating educators' experiences in delivering such programmes. This qualitative study explores the experience of six educators in implementing IPSE using semi-structured interviews, thematic analysis and Normalisation Process Theory. The findings reveal a variety of programme designs with hybrid models being the most common. Challenges faced by educators included limited progression options, accreditation obstacles, funding concerns and institutional silos. The study draws attention to the importance of aligning IPSE with higher education goals and policies, cross-department collaboration, faculty training, and securing sustainable funding. Resources such as Universal Design for Learning (UDL) and peer mentoring are necessary for cultivating inclusive learning environments. Limited progression pathways for students highlight the need for career planning and career readiness initiatives. Study recommendations include integrating IPSE within institutional governance structures, developing policy-driven funding models, addressing accreditation obstacles, and designing clear progression pathways to support students with intellectual disabilities in meeting their study and employment goals. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Inclusive Postsecondary Education (IPSE) programmes for individuals with intellectual disability within higher education are increasing in number, providing personal and professional development opportunities, challenging biases and highlighting students' capabilities. While existing research has primarily concentrated on student experiences, there is a scarcity of studies investigating educators' experiences in delivering such programmes. This qualitative study explores the experience of six educators in implementing IPSE using semi-structured interviews, thematic analysis and Normalisation Process Theory. The findings reveal a variety of programme designs with hybrid models being the most common. Challenges faced by educators included limited progression options, accreditation obstacles, funding concerns and institutional silos. The study draws attention to the importance of aligning IPSE with higher education goals and policies, cross-department collaboration, faculty training, and securing sustainable funding. Resources such as Universal Design for Learning (UDL) and peer mentoring are necessary for cultivating inclusive learning environments. Limited progression pathways for students highlight the need for career planning and career readiness initiatives. Study recommendations include integrating IPSE within institutional governance structures, developing policy-driven funding models, addressing accreditation obstacles, and designing clear progression pathways to support students with intellectual disabilities in meeting their study and employment goals. [ABSTRACT FROM AUTHOR]
ISSN:08856257
DOI:10.1080/08856257.2025.2555505