The scientific production in the field of intellectual disability is wide, although mainly framed from medical and rehabilitative perspectives. Research on higher education and intellectual disabilities has experienced a shift from considering intellectual disabled people as passive subjects to include them as part of the research process themselves, as university students or even as co-researchers. Theoretical approaches, services and good practices are addressed below through the scientific literature on this subject.

THEORETICAL APPROACHES

There are different theoretical approaches from which to investigate and relate to people with disabilities. In the following we will look at the rights approach, the capability approach, the person-centred approach and the Universal Design for Learning approach.

The rights-based approach is based on the premise that people with disabilities are individuals with intrinsic dignity, who must have their rights recognised on an equal footing with the rest of the population. This is materialised by supporting their autonomy and decision-making capacity to choose and exercise self-determination, being the protagonist of their own lives (Jiménez Lara, 2021).

The capabilities approach understands life as a combination of various "doings and beings", in which the quality of life must be evaluated in terms of the capacity to achieve valuable functionings (Toboso and Arnau, 2008).

On the other hand, the person-centred approach builds personalised projects taking into account the opinion of the person with intellectual disabilities themselves, thus creating a personalised support that brings the person closer to projecting and approaching their desired lifestyle (Pallisera, 2013).

The Universal Design for Learning (UDL) promotes pedagogical processes that are accessible to all students through a flexible curriculum that adjusts to the needs and different learning rhythms (Figueroa, Ospina and Tuberquia, 2019).


SERVICES - RESEARCH GROUPS: what and who is studying it?

It is necessary to continue promoting research in the university context on the reality of people with intellectual disabilities and different conditions they can experience, such as issues about sexuality, families, self-perception and others. This would mean diversifying research, and considering the lack of university research on people with disabilities, specific and cross-cutting studies on these groups should be promoted.

Thus, co-research can be an avenue to be addressed in which the voices of people with intellectual disabilities, who are experts by experience, are taken into account. There are already experiences of people with intellectual disabilities who have taken part in advisory activities, collaboration and management of research in research groups, whom value positively the participation of people with intellectual disabilities in the research process.

In Spain, in the field of disability studies, the University Institute for Community Integration (INICO) of the University of Salamanca (Instituto Universitario de Integración en la Comunidad (INICO) de la Universidad de Salamanca )in the area of psychology,. has promoted or collaborated in numerous competitive projects over the last decade. Its main lines of research are: environment, participation and quality of life; autism and severe disabilities; quality of life; educational inclusion; labour inclusion, supported employment and social policies; health, mental health and disability and transition to adulthood, employment and quality of life. In addition, it belongs to the Ibero-Mediterranean Network of Research in Quality of Life and to the International Research and Development Networks.

Also in Spain, we find the research carried out by the research groups at the Autonomous University of Madrid, from different branches of knowledge, in which groups studying educational issues (Attention to Diversity Group, Grupo Atención a la diversidad; ), psycho-educational issues (Alterations in the development of psychological processes and their influence on learning and education Group), technology (Advanced Interactive Tools Group or Digital System Lab Group, Grupo de Herramientas Interactivas Avanzadas or Grupo Digital System Lab), as well as medical issues (Cardiovascular Epidemiology and Nutrition Group or NeuroVirology Group, Grupo Epidemiología Cardiovascular y Nutrición o Grupo NeuroVirología), among others, coexist.

This presence and interest of Spanish universities in scientific production in relation to disability shows, taking INICO as an example, which has the first doctoral programme on people with disabilities, advances and perspectives in disability research which has resulted in an increase in the number of doctoral theses on disability in recent years. In the case of INICO, from 1994 to the present, 119 theses have been supervised by its members, with an upturn in the number of theses in the last decade.

In Portugal, there is the iACT (Inclusion & Accessibility in aCTion) which, from the Communication Sciences in alliance with other branches of knowledge, especially Social Sciences, develops transdisciplinary and integrated research. Its lines of work are: assessment, guidance and psycho-pedagogical intervention; inclusive education; inclusive communication; design of inclusive spaces and equipment; development of inclusive products; identities; health and well-being; communication, collaboration and knowledge management; and art and culture. It also has national and international partners, with a special twinning with Spain.

The University of Lisbon has an Observatory on Disability and Human Rights (ODDH) (Observatorio de la Discapacidad y los Derechos Humanos ) created at the Higher Institute of Social and Political Sciences. This observatory specialises in monitoring the implementation of disability policies in Portugal and Portuguese-speaking countries. Its lines of research and action are focused on: information; training and research.

In Italy, the National Observatory on the conditions of people with disabilities (Observatorio nacional de las condiciones de las personas con discapacidad ) presents the actions and results of different working groups:
1. Definition of the condition of disability
2. Harmonisation, reordering and simplification of legislative conditions in the field of disability.
3. Right to adult life
4. Combating segregation
5. Health and the right to life, habilitation and rehabilitation
6. Social policies
7. Education
8. Labour and employment
9. Women with disabilities
10. Accessibility
11. Freedom, civil rights and participation
12. Monitoring
13. International cooperation

Also in Italy there is the SIPED working group, studies and research on disability and inclusion (SIPED, estudios e investigación sobre discapacidad e inclusión), of the Italian Society of Pedagogy. The general objectives of the group are the definition, promotion and dissemination of studies and research on disability and inclusion from an interdisciplinary and international perspective.

Finally, in Ireland, Trinity Center for People with Intellectual Disabilities is based on the premise of inclusive research, which understands that research must be based on real problems, must favour the interests of people with intellectual disabilities, must be collaborative, people with intellectual disabilities must have some control over the process and the results, and the reports must be accessible to them. Thus, the TCPID has three lines of action: research with people with intellectual disabilities; research with families; and research with services and professionals. Within the Centre, there is a specific area for the promotion and accompaniment of doctoral theses.

The typology and disciplines of the research groups on disability are diverse and promote collaboration between different disciplines and places, as well as the different national and international networks mentioned above. Thus, through multidisciplinarity and searching for multiplying results for people with disabilities is how inclusive research is finally achieved.

GOOD PRACTICES BY COUNTRY

The scientific literature on higher education and people with intellectual disabilities shows models, experiences, good practices and evaluation of specific programmes, such as Promentor in Madrid, pioneer in Spain (Izuzquiza Gasset, 2012). The results of these studies, in the Irish case, and extensible to nearby experiences, show that the learning experiences of students with intellectual disabilities are as complex and multifaceted as those of any other university student (Kubiak, 2015). Focusing on Asperger Syndrome, a comparison is made of the experience of students with intellectual disabilities at university between the UK and Spain (Casament et al., 2017). The learning of these university students in virtual environments is also analysed (Mampaso Desbrow, et al., 2020; García Rodríguez et al., 2020). Following the Irish experience, in the Trinity Centre for People with Intellectual Disabilities (TCPID) in Dublin, there is research showing the empowerment of students in their passage through a two-year degree programme on Arts, Science and Applied Inclusive Practices (ASIAP), with students wanting to go one step further and be co-researchers (Kubiak et al., 2021).