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.

Duration: 40 minutes for each activities

Learning objectives for the administrators:
1. Being familiar with all the activities organized on campus specifically aimed at students with intellectual disabilities;
2. know how to create supports suitable for informing students with intellectual disabilities of all the opportunities they have compared to participation in traditional degree programs;
3. know how to define guidelines suitable for offering all the information needed to accompany students with intellectual disabilities to campus life;
4. Helping to outline inclusive university policies;
5. Dedicate an area on campus (e.g., classroom entrance) for students with intellectual disabilities, where they can tell through graphic and narrative content useful stories to foster inclusive processes;
6. Develop usable graphic and narrative content for students with intellectual disabilities so that they can ac-cede and use it independently;
7. Propose enrollment forms that are accessible to all;
8. Contribute to the implementation of inclusive policies towards all diversities: disability, gender, ethnicity, sexual orientation, etc...

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)

1. 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

2. Develop guidelines for developing a tiered approach for ID students that “is defined by specific model of inclusion: a Separate Model, Mixed/Hybrid Model leading to a Full Inclusion Model” (see example from the Otzmot Empowerment programme in Resources

3. Outline a university policy for full participation by ID students in courses and degrees offered in your university.

Activities: Accessibility
1. 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)
2. Choose an aspect of your campus, for example the computer stations, the library or any other that will be used by students. Develop graphic and narrative content for social stories that will enable ID students to independently use these facilities. (see example: Arklow Library Social Stories in resources and Documents)
3. How are application forms rendered accessible for all? Give examples.

Activities: Diversity
1. Outline your university’s policy re diversity with reference to
i. gender
ii. disability including ID
iii. ethnicity
2. What is the university complaints procedure for harassment?
i. For staff (academic/administrative)
ii. For students
3. Describe the university’s policy regarding LGBTQ+ students.