Co-learning in University College Cork: including students with intellectual disabilities in learning and assessment
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Published Version
Date
2025
Authors
Maxwell, Nicola
Kenna, Therese
Martin, Anne-Marie
McMullan, Eva
Busteed, Edith
Journal Title
Journal ISSN
Volume Title
Publisher
University College Cork
Published Version
Abstract
Our vision is that people with intellectual disabilities, if they wish, can exercise their right to access and participate in education in UCC and indeed all tertiary education as equal students. This report provides a summary account of co-learning in University College Cork (UCC), Ireland. Co-learning is an innovative collaborative learning model developed at UCC to meaningfully include students with intellectual disabilities in undergraduate and postgraduate modules providing opportunities for diverse cohorts of students to collaboratively learn alongside and with each other. Inclusion begins with providing access as a starting point, recognising that people with intellectual disabilities have been excluded from higher education (HE) settings. Access, however, is only the first step; as we explore in this report, meaningful inclusion requires changes in structures, systems and culture that align with the ‘paradigm shift’ of the Convention on the Rights of Persons with Disabilities (CRPD). Students with intellectual disabilities, without whom the id+ futures project would not exist, are and remain the central stakeholders and are recognised as autonomous, diverse individuals bringing their lived experience to UCC. They are recognised as learners, and as creators of and contributors to knowledge in settings where there is engagement between diverse groups of students. Our strategy, therefore, embraces deliberative inclusion and the holistic experience of being a student in learning, social and civic spaces in UCC. Going to university is about learning but is also about expanding social horizons, it is an opportunity to meet new people and friends and hang out in social spaces and become involved in Clubs and Societies. With that in mind, the id+ futures Project plays a critical role in strengthening the capacity of the university environment to ensure students with intellectual disabilities have an equitable student experience. This requires continuous development of reflection on and reflexive thinking about the processes, structures and mechanisms being put in place. This report focuses on co-learning, a critical and core component of the id+ futures Project. To begin, a background to the emergence of co-learning in UCC is presented, providing the philosophical, legal and policy rationale for co-learning. Thereafter, the focus shifts to detailing how the infrastructure for co-learning was established and continues to evolve to ensure sustainability and growth. It details the research methodology for gathering data from all involved in co-learning and their experiences before highlighting emerging themes. The report concludes with recommendations for policy and practice.
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Keywords
People with intellectual disabilities , Education , UCC , Co-learning
Citation
Maxwell, N., Kenna, T., Martin, A.-M., McMullan, E. and Busteed, E. (2025) Co-learning in University College Cork: including students with intellectual disabilities in learning and assessment. Cork: University College Cork. https://doi.org/10.33178/10468/18321