Abstract
This research analyses the structure of university training offerings for individuals with intellectual disabilities within the Spanish university system. The Spanish territory will be used as a case study due to its tourism strength, as well as the historical ramification of the sector in higher education. Multiple studies on inclusion and tourism have been conducted so far but without a detailed analysis of university training offerings for groups with disabilities. Additionally, a novel research variant is introduced, focusing on the analysis of intellectual disabilities, a group that was marginalized in universities until a few years ago, and within this, the EDI (equity, disability, inclusion) perspective. A compilation and analysis of university offerings oriented towards the tourism sector for this group, the involvement of the private sector and the role of inclusion institutions will be carried out. The research will utilize quantitative and qualitative techniques, including semi-structured interviews with key stakeholders.
TopIntroduction
University education for people with intellectual disabilities (hereafter referred to as ID) has gained increasing attention in recent years. Efforts have been made to develop lifelong learning programs for people with ID in higher education institutions (Maebara et al., 2022) to provide specific training for employment and autonomy, as well as inclusive training in various subjects (Díaz-Jiménez et al., 2021). Such inclusive educational programs have emerged around the world, providing opportunities for students with ID to participate in higher education (Kubiak et al., 2021). However, challenges and barriers to participation remain, and there is a need for specialized support and qualified teachers in the field of special/inclusive education (Corby, 2022). Despite these challenges, there is growing recognition of the value of diversity and inclusion in higher education, and efforts are underway to create inclusive campus communities that meet the needs of people with ID (Chahini et al., 2022).
University education for people with ID has been addressed in many studies. For example, Méndez et al. (2023) describe a distance learning experience based on a universal design for learning and cognitive accessibility, which aimed to promote the integration of people with ID into the labor market. Suárez et al. (2022) explored the perception of university students on ID, finding that students perceive that they have little information on this subject and recognize the right of these people to be educated at university. Moreno and Belmonte (2022) present a socio-occupational insertion intervention for students with ID, which includes strategies to improve employability, such as the reinforcement of self-knowledge and curriculum development. Contesse et al. (2022) investigated how participation in a university program for students with ID contributes to and increases all dimensions of quality of life.
The objectives of this chapter consist in analyzing the structure of university training offerings for individuals with disabilities within the Spanish university system and focusing, as a novel research variant perspective, on the introduction of a detailed analysis of training offerings for groups with ID, the involvement of the private sector, the consideration of the EDI (Equity, Diversity, Inclusion) perspective specially oriented towards the tourism sector and the role of inclusion institutions. In addition to the corresponding review of the literature, a quantitative and qualitative methodology was used, including semi-structured interviews with key stakeholders.
Key Terms in this Chapter
Labor Inclusion: Refers to creating environments where all individuals, regardless of background or ability, have equitable access to employment opportunities and are valued for their contributions within the workforce. It aims to remove barriers to employment, promote diversity, and foster a culture of respect and inclusivity in the workplace.
University Training: Structured educational programs offered at higher education institutions, providing students with in-depth knowledge, skills, and qualifications in various academic disciplines, typically leading to degrees such as bachelor's, master's, and doctoral degrees.
Inclusive Tourism: Accessibility and participation for people of diverse backgrounds, abilities, and socioeconomic statuses, ensuring everyone can enjoy travel experiences without discrimination or barriers.
Inclusive University: Fosters diversity and equity, ensuring access and support for students from all backgrounds, abilities, and identities to thrive academically and socially. It embraces varied perspectives, promotes tolerance, and provides resources for marginalized communities to participate fully in education.
Intellectual Disability (ID): Developmental disorder characterized by limitations in intellectual functioning and adaptive behaviors, impacting daily life and social interactions.
EDI (Equality/Equity, Diversity and Inclusion): Fair treatment and opportunity for all. It aims to eradicate prejudice and discrimination on the basis of an individual or group of individual's protected characteristics (Age, Disability, Gender reassignment, Marriage and civil partnership, Pregnancy and maternity, Race, Religion or belief, Sex, Sexual orientation).
Responsible Tourism: Involves traveling with awareness and respect for local cultures, economies, and environments, aiming to minimize negative impacts and maximize benefits for host communities and destinations. It emphasizes sustainability, ethical behavior, and meaningful engagement with local stakeholders.