‘The Heart in Learning’: Cross‐National Inclusive Higher Education Perspectives From Students With Intellectual Disabilities and Student Teachers

ABSTRACT Background This study, conducted jointly by the City University of New York, Kingsborough Community College (KCC) in the United States and Salzburg University of Education (PHS) in Austria, investigated the impact of inclusive practices from different perspectives. It aimed to understand the contributions and challenges of two inclusive courses (an equivalent to a module) for students with intellectual disabilities. Methods Qualitative and quantitative research and data collection involved two students with intellectual disabilities who were also participatory researchers (PRs). Additionally, insights from 37 student teachers taking the education courses for credit towards their degree were gathered. The instructors teaching at KCC and PHS were the lead researchers and taught, respectively, a music and movement education workshop at KCC and a ‘Citizenship Studies’ course at PHS. The PRs attended and fully participated in these courses at the same time as the student teachers without being graded. They were working towards a bespoke certification rather than obtaining credit toward a degree. The PRs were each supported by a mentor: the KCC PR was mentored by an alumnus of CCC, while the PHS PR was supported by a student at PHS. Findings The findings highlight diverse perspectives, demonstrating how inclusive education fosters understanding and awareness. Questionnaire results, provided insights, a snapshot into the learning environments, revealing the impact of interactions among students. The study identifies challenges, benefits and opportunities for promoting inclusive practices. Conclusions The study demonstrates the transformative potential of inclusive education. It emphasises the positive impact of including students with intellectual disabilities. The findings underscore the importance of mutual learning and the enhancement of inclusive practices.