When Tamara Byrne finished school she was determined to go to university. But, because she has an intellectual disability, she was told she her only option was to go to a day service.
“It wasn’t what I wanted,” says Byrne. “Like other people my age, I wanted to go to college, study, make friends and graduate. Nobody helped me plan for life after school. This happens to many people with intellectual disabilities.
“People talk about us but don’t ask us what we want. Others often make choices for us. I ended up at the day centre, feeling sad and angry. I felt stuck and had to fight for what I wanted.
“Things changed when I got into Maynooth University,” says Byrne. “I studied Irish history and media. Yes, I needed some help, but I loved learning. Best of all, I graduated with my degree just like my classmates. I had a great time, made friends and presented my own college radio show.”
Byrne is one of a growing number of people with intellectual disabilities who, with the support of allies, has been able to access higher education.
A total of 11 new higher education courses for students with an intellectual disability are being rolled out in the current academic year.
About 150 students can be expected to enrol in the first year with courses of between one and two years in length. The student applies directly to the college involved and can avail of specific pastoral and financial supports.
While it represents progress, Byrne says we can go much further to promote inclusion in education.
As a self-advocate with Inclusion Ireland, Byrne has spoken at conferences in Ireland and abroad. While some people with intellectual disabilities are not verbal or may struggle to communicate, many are very capable of speaking up for themselves.
Derval McDonagh is chief executive of Inclusion Ireland, where one in three of their board members has an intellectual disability.
“Everyone with a disability has different experiences,” she says. “Disabled people should have a right to take part fully in our communities. Too often this is not the case. Why? Because people are not seen as rights holders.”
Some things have got better in the past 10 years, she says. “More people with intellectual disabilities go to local schools now. But people often don’t have high expectations [of them], and that’s a problem.”
Many schools don’t have enough resources, says McDonagh.
“Families must fight for basic rights, such as finding a suitable school. Even after getting into a school, students often struggle to get the support to learn like everyone else.
“Some children travel over an hour to school while their brothers, sisters and friends go to the local school. This sends a bad message: you’re not equal, you don’t belong.”
Inclusion in education is at the centre of what the Trinity Centre for People with Intellectual Disabilities (TCPID) is about.
[ Guide aims to help firms hire people with intellectual disabilitiesOpens in new window ]
The centre, which ran its first accredited academic programme in 2016, is giving students the chance to take part in a college programme that can help them be full participants in society and live as independent adults.
“This isn’t just a time-filling programme – it’s a serious, level-five course that opens doors to jobs and further learning,” says Prof Michael Shevlin, the centre’s director. “We aim high for our students. We teach real subjects.
“Our students study literature with other Trinity students – they recently chose to study Eavan Boland’s poetry because it speaks to their own experiences of feeling left out. Why shouldn’t they learn about history, culture, and everything else that makes life rich?
“Too often, schools – both regular and special – decide what people with intellectual disabilities can’t do,” says Shevlin. “One of our students, who spoke Irish at home, was told they didn’t need to study Irish in school because of their disability. That’s not right.
“Our programme is different. Instead of just teaching job skills, we offer broad learning. Many of our students never got career guidance in school, so we help them explore all kinds of possibilities.”
Programmes such as this are made possible with the support of Path4 funding, which is supporting the development of similar programmes for people with an intellectual disability in Ireland.
“It is a game-changer,” says Shevlin. “It offers hope for change in these young people’s lives, and it should have an influence on how they are educated in primary, secondary and special schools.”
Sadbh Feehan is a graduate of the centre and now works as a staff member. Her job is to help students join clubs and societies and feel at home in college life.
“I know exactly what they’re going through – I was a student here myself,” she says. “Life isn’t always easy. Sometimes people see the disability first and the person second. People make assumptions about what we can and can’t do.
“During my two years at TCPID, I studied lots of different things. Art history, poetry, maths and even Stem subjects.
“Before this, I went to a day service in Bagenalstown for people with intellectual disabilities. While there was nothing wrong with it, I knew I could do more. I’d been through regular primary and secondary schools, and I’d already finished level two and three Fetac [further education] courses.
“So when I heard about this programme, I knew it was perfect for me. I was determined to do it. We get lots of support: occupational therapists, learning assistants and teachers who really care.”
Schools should teach students about disability, and this could help stop bullying
— Tamara Byrne
TCPID now works with about 50 companies, including EY, CPL and Abbott. Abbott runs a six-week programme as part of the course, where students have done science projects including “jewellery under pressure” and “the science of baking”.
“Our graduates are getting real jobs based on their skills,” says Shevlin. “After two years, they do internships that often lead to jobs. Companies hire our graduates not out of charity, but because they’re good workers.”
People with intellectual disabilities, along with allies such as McDonagh and Shevlin, say we need to change how we think about education.
“Quick fixes are not enough,” says McDonagh. “We need to think about what kind of school system we want in Ireland. Some schools are doing great work, and they have leaders and helpers who understand what we need. But not all schools are there yet.
“We want the new government to make this a top priority, so we need a citizens’ assembly, a real plan for inclusive education and better support and resources.”
Byrne and Feehan want to see more support for people with intellectual disabilities.
“Schools should teach students about disability, and this could help stop bullying,” says Byrne. “I am a woman with an intellectual disability, but it doesn’t define me, and I should not be judged for it. We can speak for ourselves, and we want people to listen.”
Learning without limits
160 Number of intellectually disabled students who have graduated from Trinity’s certificate in arts, science and inclusive applied practice
11 Number of new third-level courses rolled out for students with intellectual disabilities in 2024-2025
75% Proportion of families of children with intellectual disabilities who want a more inclusive school system, according to Inclusion Ireland
