ABSTRACT
Background and Aims
This study explores the experiences of students with intellectual disabilities participating in a co-designed, experiential Disability Rights module within the Certificate in Arts, Science and Inclusive Applied Practice programme at Trinity College Dublin. It examines how participation in a student-led disability awareness campaign supports learning, advocacy, civic participation, and student agency.
Methods
A qualitative, participatory phenomenological design was employed, with students contributing as co-researchers and co-authors. Data were generated through participant reflections, observations and collaborative activities associated with the Disability Rights module and analysed thematically.
Results
Findings demonstrated that collaborative, experiential learning fostered confidence, teamwork and practical skill development. Students developed a stronger understanding of disability rights and democratic participation, identified barriers to accessible voting, and proposed practical recommendations for improving accessibility. Public-facing advocacy activities strengthened students’ confidence, voice and sense of agency. Challenges included engaging with complex legal concepts and differing aspirations for future civic participation.
Conclusion
The study demonstrates the value of accessible, participatory pedagogies in promoting inclusive civic engagement and positioning students with intellectual disabilities as active contributors to disability awareness and institutional change. It also highlights the continuing need to address structural barriers and provide accessible supports that sustain meaningful civic and political participation.