Higher Education and Inclusion through the Lens of Students with Intellectual and Developmental Disabilities: A Case Study at the University of Aveiro Portugal

Abstract

The present article aims to report the experience of the Individual Multidisciplinary Studies Program (PIEM) at the University of Aveiro, highlighting the challenges, potential and achievements related to using an adapted Photovoice and the contribution of photography as a resource to understand how students with Intellectual and Developmental Disabilities (IDD) experience inclusion in Higher Education (HE). The PIEM Program, launched in 2021, is a pioneering course in Portugal and is based on full inclusion, encompassing interactions with peers without intellectual disabilities. The paramount idea was making students the protagonists of their entire journey through a Person-Centered Planning approach and the choice of the curriculum units they would be willing to attend. The study was anchored in the exploratory paradigm, following a qualitative methodology using the case study method. For data collection, the techniques of inquiry were employed through interviews with visual support, specifically the adapted use of Photovoice. A group of six students and one mentor participated in the study. The study's contribution lies in the importance of understanding students' perceptions and views on inclusion in HE considering that, even though they are the main actors in the process, they are often not heard. Consequently, they are frequently represented by mentors, families, or even professors. The main findings are related to different perspectives provided by students on objects and places around the campus that are often overlooked but seemed to be important and meaningful to most of them in the realm of the university. After the implementation of Photovoice, the students decided to organize a photo exhibition, which turned out to be an enlightening outcome. Interestingly, their impression on the photographs demonstrated a sense of belonging and participation in campus life and in the academic area. Photovoice, in addition to being a methodological intervention strategy for the researcher, also served as a formative tool for the students involved in this process. Furthermore, the participation of mentors was identified as one of the pillars of inclusion and well-being for students in the context of HE. Results show that the mentorship, reflected in the improvement of relationships among peers and contributed to the integration of students with disabilities into the social and academic environment with increased capacity for participation and self-determination. This impact was also reflected in the development of the student mentors themselves. The research provided a significant contribution regarding recommendations for the course and the university. Additionally, it contributed to the personal development of the students with IDD in digital literacy.