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dc.contributor.authorOConnor, Barrie
dc.contributor.authorKubiak, John
dc.contributor.authorEspiner, Deborah
dc.contributor.authorO⿿Brien, Patricia
dc.date.accessioned2017-05-03T16:03:49Z
dc.date.available2017-05-03T16:03:49Z
dc.date.issued2012
dc.date.modified2014-10-09T03:40:21Z
dc.identifier.issn17411122
dc.identifier.doi10.1111/jppi.12009
dc.identifier.urihttp://hdl.handle.net/10072/50023
dc.description.abstractAlthough postsecondary education for people with intellectual disabilities can improve their chances of employment and create a more satisfying life, higher education is becoming a more usual avenue of postschool learning. As part of a 2-year Certificate in Contemporary Living (CCL) Program offered at Trinity College Dublin, students audited undergraduate university courses, partly with assistance of class peer mentors. The study sought to explore the views of university lecturers whose classes the students attended, the impact of the auditing arrangement on the lecturers' teaching strategies and on other students, particular challenges lecturers faced, and suggestions for improvement. Eleven lecturers teaching courses across two faculties agreed to participate in semi-structured interviews. All staff strongly supported the initiative, because it provided opportunity both for CCL students to learn with undergraduate peers and for lecturers to consider more inclusive instructional approaches for all learners in their classes. The level of understanding shown by many auditing students and their openness to participate in questions, discussion, and field and lab work impressed the lecturers who noted the positive impact this had on other class members. The willingness of lecturers to develop more accessible instructional practices aligned with institutional policies on quality assurance in teaching. They suggested improvements to enable earlier briefing of lecturers and increased participation of students within the auditing process. Future research exploring lecturer and undergraduate students' views of CCL student competence is suggested to inform improved preparation of professionals.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherWiley-Blackwell Publishing, Inc.
dc.publisher.placeUnited States
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom247
dc.relation.ispartofpageto256
dc.relation.ispartofissue4
dc.relation.ispartofjournalJournal of Policy and Practice in Intellectual Disabilities
dc.relation.ispartofvolume9
dc.rights.retentionY
dc.subject.fieldofresearchSpecial Education and Disability
dc.subject.fieldofresearchSocial Work
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchcode130312
dc.subject.fieldofresearchcode1607
dc.subject.fieldofresearchcode1701
dc.titleLecturer Responses to the Inclusion of Students With Intellectual Disabilities Auditing Undergraduate Classes
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.date.issued2012
gro.hasfulltextNo Full Text
gro.griffith.authorOConnor, Barrie A.


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