Informing the design of inclusive post‐secondary education: A qualitative exploration of the perspectives of individuals with intellectual disabilities

Aim: To explore the perspectives of individuals with intellectual disabilities on post‐secondary education. Background: Education is a fundamental human right that encourages personal growth, inclusion, and access to meaningful opportunities. Post‐secondary education provides individuals with intellectual disabilities pathways to creativity, skill development and employment. This study examines their experiences and aspirations within these settings. Methods: A qualitative descriptive approach was employed, with data gathered through focus group discussions. Thematic analysis identified three main themes, which were mapped onto the normalisation process theory (NPT) framework to assist interpretation and examine how inclusive practices can be integrated and maintained. Findings: Participants described actively engaging in daily life through sports, drama and community involvement. Although post‐secondary education experiences were less inclusive, participants were motivated to learn, work and participate in university life. Barriers included inconsistent support systems and transport problems, especially in rural areas. Participants emphasised the importance of early exposure to campus environments, personalised support and practical learning placements. Conclusions: Including individuals with intellectual disabilities provides key insights that can inform the development of more person‐centred, inclusive post‐secondary education programmes. Adding their perspectives improves alignment with both national and international policy commitments, such as the UNCRPD and Ireland's National Access Plan, ensuring higher education remains fair, inclusive and empowering for all learners.