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The initiative, piloted through collaboration with agencies supporting people with intellectual disabilities, is presented as a practical response to gaps in guidance, definitions, and inclusive learning structures.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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does the article focus on integrating students with intellectual disabilities in Irish universities?","Question",{"text":63,"@type":64},"It argues that while university inclusion for students with disabilities has existed for years, inclusion specifically for students with intellectual disabilities is a newer concept in Ireland and requires an evidence-based approach for best practice.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How did the initiative at NUI Maynooth come about?",{"text":68,"@type":64},"The initiative emerged from collaboration between NUI Maynooth and other agencies working with people with intellectual disabilities, and it is currently being piloted.",{"name":70,"@type":61,"acceptedAnswer":71},"What models of inclusive education does the article identify from the literature?",{"text":72,"@type":64},"It presents three widely used international models: the Substantially Separate Model, the Mixed Program/Mixed Hybrid Model, and the Inclusive Individual Support 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integrating students with intellectual disability  \nmary noonan, national university of ireland, maynooth  \nAbstract  \nWhile students with disabilities have been accepted into universities for many years, the inclusion of students with intellectual disabilities is a relatively new concept herein Ireland. This article outlines the search by nUI Maynooth, for a model on which to base an inclusive learning initiative for students with intellectual disabilities. The initiative, currently being piloted, came about as a result of collaboration between nUI Maynooth and other agencies dealing with people with intellectual disabilities.  \nIntroduction  \nThe concept of higher-level education for students with intellectual disabilities first came tomy awareness when as a mature student I participated in the Student Programme for Undergraduate Research (SPUR Project), at NUI Maynooth in Summer 2010. Part of my brief was to conduct research into national and international models of best practice for students with intellectual disabilities in higherlevel institutions, and this marked the beginning of my journey into a complex and little researched area in the field of education.  \nThe early days of my research were marked by confusion and uncertainty as I struggled to understand the subject matter, and having completed six weeks of research, I was more confused than when I started. Following on from this I completed a minor dissertation (in part-fulfilment of the requirements of the BA Degree in Community Education) entitled ‘Exploring international and national models of best practice for students with intellectual disabilities in higher level education institutions, with a view to finding a model for NUI Maynooth’.  \nAs a novice researcher and a newcomer to the field of intellectual disability I found the complexity of the subject matter, particularly in relation to legislation  \nand human rights issues, overwhelming at times. My efforts to understand were further thwarted by the lack of a single working definition of intellectual disability, but I was heartened to note that experts in the field (Luckasson & Reeve, 2001; Hughson, Uditsky & Moody, 2204-2005; Grigal & Hart, 2010) all acknowledged that defining intellectual disability is a complex and challenging issue. The terms‘learning disability’ and ‘intellectual disability’ were used interchangeably in the literature, yet appeared to have two different meanings. This was further compounded by terms such as significant disability, specific learning disability and developmental disability, which likewise meant different things depending on the nationality of the author. It also emerged that while the term ‘intellectual disability’ is commonly used among professionals and other service providers,“terms such as mental retardation or intellectual handicap are more familiar to many people”(Bray: 2003:1). Having struggled to find a definition that was not complicated by medical or legislative jargon, I opted for a functional, rather than a legal definition which, according to Grigal & Hart (2003:10) maybe more useful in certain circumstances. In order to avoid ambiguity, and to save readers from the same confusion I experienced, the term ‘intellectual disability’ will be used throughout this article andwill be understood to mean the following.  \nStudents with significant learning, cognitive, and other conditions (e.g. mental retardation), whose disability impacts their ability to access course content without a strong system of educational supports and services. These are not students who would access the postsecondary education system ina typical manner; rather they require significant planning and collaboration to provide them with access.(Hart, Grigal, Sax, Martinez & Will, 2006:45:1)  \nThe search fora model  \nMy search for a model that would embrace the fully inclusive ideals of NUI Maynooth (NUI","cbCaivD3EwyWqvbe","https://ap.wps.com/l/cbCaivD3EwyWqvbe","pdf",110672,"English","# Abstract\n# Introduction\n# The search fora model\n# Models of inclusive education\n## The substantially separate model\n## Mixed program/mixed hybrid model\n## Inclusive Individual Support Model","[{\"question\":\"Why does the article focus on integrating students with intellectual disabilities in Irish universities?\",\"answer\":\"It argues that while university inclusion for students with disabilities has existed for years, inclusion specifically for students with intellectual disabilities is a newer concept in Ireland and requires an evidence-based approach for best practice.\"},{\"question\":\"How did the initiative at NUI Maynooth come about?\",\"answer\":\"The initiative emerged from collaboration between NUI Maynooth and other agencies working with people with intellectual disabilities, and it is currently being piloted.\"},{\"question\":\"What models of inclusive education does the article identify from the literature?\",\"answer\":\"It presents three widely used international models: the Substantially Separate Model, the Mixed Program/Mixed Hybrid Model, and the Inclusive Individual Support Model.\"}]","An inclusive learning initiative at NUI Maynooth - The search for a model of best practice for integrating students with intellectual disability | PDF",1792067096]