1. Introduction: The Inclusion of People with Intellectual Disabilities in Post-Secondary/Higher Education
1.1. The Trinity Centre for People with Intellectual Disabilities (TCPID)
1.2. The Complexity of ‘Difference’ Regarding Student Voice
1.3. The Nature of ‘Student Voice’ in Higher Education—Recognising the Voices of All Students
2. The Co-Researchers’ Voice
2.1. Co-Researching the Learning Process
2.4. Co-Researching with University Librarians
3. The Language Learners’ Voice
“I see that it’s very interesting in doing all the acting and speaking Italian because it allows you to learn how dramatic the Italian language is. I like doing something rather than sitting in our chairs all day”.
“I agree… Able to move around. Able to learn Italian through drama… It puts fun to learning new things like speaking another language”.
So now that I know a bit of Italian, I might be able to translate into English for my parents. Because I’m learning Italian so it’s interesting to know so when I go to Italy, I can understand what people are saying. Or what’s written on something; I can translate it into English for my mum and dad.
5. Strengths, Limitations, and Conclusions
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
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