How Students with Intellectual Disabilities Experience Learning in One Irish University

Autor/in	Kubiak, John
Titel	How Students with Intellectual Disabilities Experience Learning in One Irish University
Quelle	In: Irish Educational Studies, 34 (2015) 2, S.125-143 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332 3315
DOI	10.1080/03323315.2015.1025532
Schlagwörter	Foreign Countries; Mental Retardation; Postsecondary Education; Higher Education; Learning Strategies; Freehand Drawing; Interviews; Student Experience; College Students; Cognitive Processes; Self Control; Concept Formation; Educational Environment; Phenomenology; Access to Education; Qualitative Research; Ireland + Suchen Sie Ihr Suchwort? Ausland; Geistige Behinderung; Post-secondary education; Tertiäre Bildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Drawing; Zeichnen; Interviewing; Interviewtechnik; Studienerfahrung; Collegestudent; Cognitive process; Kognitiver Prozess; Selbstbeherrschung; Concept learning; Begriffsbildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Phenomenological psychology; Phänomenologie; Psychologie; Education; Access; Bildung; Zugang; Bildungszugang; Qualitative Forschung; Irland
Abstract	Over the last number of years, opportunities to learn in higher education for people with intellectual disabilities have increased. Consequently, this subgroup of students is gradually becoming part of an increasingly diverse college community. Because learning varies across different individual cultures and systems of higher education, our current understandings of how students with intellectual disabilities learn are inadequate. This study set out to explore how people with intellectual disabilities learn in one Irish college. Eighteen students with intellectual disabilities were asked to make a drawing of how they understood learning and were interviewed by six of their peers who trained as co-researchers. The findings indicate that the learning experiences of these students are as complex and as multifaceted as any other college student. A model that captures this learning is presented using four categories: the Cognitive Stages of Learning, Self-regulation of Learning, Learning as Collective Meaning Making and the Supportive Environment and Learning. The learning potential for people with intellectual disabilities presented in this paper goes some way to addressing preconceived notions associated with the label of intellectual disability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01