Abstract Book of the 9th International Academic Conference on Education
Year: 2025
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Perceptions and Experiences of Inclusive Practice in Higher Education: An Appreciative Inquiry Approach
Sadhbh O’Dwyer, Thomas J. O’Shaughnessy, Darina M. Slattery
ABSTRACT:
This paper explores evolving understandings of inclusive practice within Irish Higher Education Institutions by examining current practices and grounded insights from one institutional context. It draws on findings from a scoping review of literature on inclusion in Irish universities and empirical research with staff and students.
The scoping review, the first of its kind in Ireland, revealed a fragmented landscape of inclusion, often shaped by compliance-driven frameworks rather than transformative practice. The empirical phase employed an Appreciative Inquiry (AI) methodology to engage participants in non-hierarchical, dialogic spaces. Through interviews and focus groups, students and staff shared their lived experiences of inclusion.
The findings highlighted positive support for inclusion, such as counselling services, assistive technologies, and inclusive teaching strategies, as well as significant barriers. Barriers include inconsistent provision for lecturers to deliver inclusive teaching, limited hybrid learning options, inadequate accommodations for disabled students, and a lack of diversity among academic staff. Both students and staff called for systemic change including improved staff training, inclusive infrastructure, and meaningful consultation. The research underscores the importance of student and staff voices in shaping inclusive environments and critiques the prevalence of performative inclusion. It argues for a shift toward co-created, transformative practices that bridge the gap between policy and lived experience. This research contributes to the growing discourse on inclusive education in Ireland and demonstrates the value of Appreciative Inquiry in bringing authentic perspectives to the fore and fostering collaborative change.
Keywords: Inclusive Education, Appreciative Inquiry, Higher Education Policy, Ireland