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] |
| Copyright of European Journal of Special Needs Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195592951 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: An exploration of educators' experiences of inclusive post-secondary education (IPSE) programmes: a Qualitative study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hennessy%2C+Therese%22">Hennessy, Therese</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> therese.hennessy@ul.ie</i><br /><searchLink fieldCode="AR" term="%22McMahon%2C+Jennifer%22">McMahon, Jennifer</searchLink><relatesTo>2,3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Doody%2C+Owen%22">Doody, Owen</searchLink><relatesTo>1,2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Special+Needs+Education%22">European Journal of Special Needs Education</searchLink>. Aug2026, Vol. 41 Issue 4, p643-660. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Individualized+instruction%22">Individualized instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Intellectual+disabilities%22">Intellectual disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22College+teacher+attitudes%22">College teacher attitudes</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of European Journal of Special Needs Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195592951 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/08856257.2025.2555505 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 643 Subjects: – SubjectFull: Inclusive education Type: general – SubjectFull: Higher education Type: general – SubjectFull: Individualized instruction Type: general – SubjectFull: Intellectual disabilities Type: general – SubjectFull: Curriculum planning Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: College teacher attitudes Type: general Titles: – TitleFull: An exploration of educators' experiences of inclusive post-secondary education (IPSE) programmes: a Qualitative study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hennessy, Therese – PersonEntity: Name: NameFull: McMahon, Jennifer – PersonEntity: Name: NameFull: Doody, Owen IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 08856257 Numbering: – Type: volume Value: 41 – Type: issue Value: 4 Titles: – TitleFull: European Journal of Special Needs Education Type: main |
| ResultId | 1 |
