Activities are categorised into each of the Value Areas of Participation, Accessibility and Diversity. Each activity may be undertaken from the perspective of the participant and their learning pathways: Students, Teachers, Administrators.

Activities: Participation

True participation will ensure that ID students of all abilities will be facilitated to participate at the appropriate level of ability.

Read the following:

“The first year of the programme focuses on developing the cognitive, linguistic, and social skills necessary for future work activity and helps students to identify their strengths and interests for future employment.

In the second year, students acquire specific skills by choosing modules in one of five areas: administration, education, catering, gardening, and veterinary skills. In the third year, students gain work experience at companies in their chosen fields. Learning materials are designed to be accessible to students with intellectual disabilities, and personalized support is offered by teachers as needed.

Students have access to all the extracurricular activities on campus, for example, sports programmes and dance classes, and meet peers from other study programmes through these activities” (from Universidad Andres Bello)

Discuss and answer the following questions:

• Does your university run separate programmes for ID students from mainstream ones, give examples.

• Does your university provide opportunities for ID students to participate in mainstream degree classes or courses

Activities: Accessibility
Choose a physical area of your campus, for example from the entrance to the lecture halls or another area that would be commonly used by students. Develop graphic and narrative content for social stories that facilitate accessibility for ID students with varying levels of ability to successfully navigate this area independently. (see example: Arklow Library Social Stories in resources and Documents)


Activities: Diversity

• Outline your university’s policy re diversity with reference to gender disability including ID, and ethnicity

• Describe the university’s policy regarding LGBTQ+ students.