A SWOT Analysis of Three Programmes for Persons With Intellectual Disabilities in Higher Education Settings in Chile, Ireland and Australia

ABSTRACT Background Educational access is key in empowering persons living with intellectual disabilities. Nevertheless, internationally, Persons with Intellectual Disabilities continue to experience marginalization and discrimination in accessing higher education. Methods This study undertakes a SWOT (Strengths, Weaknesses, Opportunities and Threats) analysis of three programmes for Persons with Intellectual Disabilities, located in higher education settings in Chile, Ireland and Australia. The project adopted a critical realist perspective focusing on its notions of reality as stratified and the pre‐existence of social forms influencing the shapes of programmes, their outputs and outcomes. Findings The analysis indicates that programmes may be embedded differently within universities allowing for different levels of stability. Enrollment in such programmes can also be advantageous to Persons with Intellectual Disabilities. Awarding university‐endorsed certifications (Chile) or qualifications aligning with national standards (Ireland), upon programme completion, promote programme credibility and can justify costs associated with the programme. While university administrative efficiencies can facilitate inclusion they can also hinder the flexibility needed to cater to the varied range of needs of Persons with Intellectual Disabilities. Conclusions The SWOT analysis suggests that when universities adjust their academic environments, to be sensitive and inclusive of the needs of Persons with Intellectual Disabilities, they have the capacity to assimilate and function with varying degrees of peer and staff support in such settings.