Building an inclusive university: impact of an educational inclusion experience involving young people with intellectual disabilities

Although inclusive education is a right recognised by the Convention on the Rights of Persons with Disabilities and reflected in Sustainable Development Goal 4, access to higher education for people with intellectual disabilities remains limited. This study employs focus groups and interviews to examine the impact of an inclusive university programme involving ten students with intellectual disabilities and/or autism spectrum disorder. The programme combined specific training with inclusive sessions attended alongside undergraduate students from different degree programmes. Data were collected from young people with disabilities, undergraduate students and university lecturers, allowing for a multidimensional understanding of the experience. The results indicate improvements in self-esteem, social participation, sense of belonging and confidence. Undergraduate students reported changes in their perceptions of disability and the development of competences for inclusive professional practice. Lecturers, in turn, highlighted opportunities for pedagogical reflection and methodological adaptation. Beyond academic benefits, the findings suggest that such programmes contribute to wellbeing and personal development while fostering a more inclusive university culture. The study provides evidence supporting the implementation of inclusive initiatives in higher education.