Practical Guidelines for Inclusive Higher Education: The Voices of Students with Intellectual and Developmental Disabilities

Abstract

In Higher Education (HE), inclusion occurs when equity and respect for diversity guide institutional approaches, enabling conditions of support and self-determination. Building on that premise, this qualitative study translated the categories proposed by the HiLives project (2022) for inclusive HE into practical guidelines based on Student voices, connecting them to international quality principles such as the Think College Accreditation Standards (TCAC) (2021). A focus group was conducted with students with Intellectual and Developmental Disabilities (IDD) enrolled in a three-year Portuguese inclusive program, to explore their experiences in both academic and internship contexts. Using a deductive-inductive approach, thematic analysis was conducted with categories developed from the HiLives framework (2022) and aligned with Think College's international accreditation standards (2021). These categories ensured the results were both contextually relevant and comparable on a global scale. The results stressed the importance of accessible teaching, tailored support, and fostering a sense of belonging to the academic community. Internships highlighted the value of hands-on experience, dedicated supervision, and recognition as active team members, positioning them as a gateway to employment. Person-centered planning also emerged as a structuring principle, aligning individual goals with the educational pathway. From these findings, guidelines were developed, translating both European and international quality frameworks into clear and actionable recommendations. The main contribution of this study lies in the proposal of a framework stemming from students with IDD voices, providing an innovative reference for HE institutions seeking to establish or enhance inclusive programs.