Reflective Practice in Arts-Based Learning: Teaching Adults with Intellectual Disabilities in Inclusive Higher Education

This paper explores the development and delivery of an inclusive higher education programme for adults with intellectual disabilities within an Irish university. The programme was developed between two academic departments within an Irish University, to provide this student cohort with access to university life, enabling them to study and graduate alongside their peers. Central to the study is a module in arts-based communication, which aims to support students’ expressive, emotional, and social engagement in learning. Adopting a reflective, practice-based approach, the paper draws on the experiences of an educator involved in teaching on the programme. Through critical reflection on teaching practice, the study examines how arts-based pedagogies can enhance communication, participation, and inclusive learning environments for students with intellectual disabilities. The findings highlight the transformative potential of arts-based learning in supporting not only skill development but also confidence, self-expression, and relational engagement. The research also illustrates how reflective practice can inform the ongoing development of inclusive pedagogies in higher education. This study contributes to the field of inclusive education by offering practitioner-based insights into the role of the arts in fostering meaningful participation and engagement for diverse learners.