"The Only Thing to Do": A Report on a Co-learning Pilot at Trinity

Abstract

This report presents a detailed account of the Co-Learning Pilot Project delivered as part of the Arts, Science and Inclusive Applied Practice (ASIAP) programme at Trinity College Dublin. The initiative was a collaboration between the Trinity Centre for People with Intellectual Disabilities (TCPID), based in the School of Education, and the School of English. Grounded in the principles of Universal Design for Learning (UDL) and inclusive pedagogy, the project aimed to create a shared academic space where students with intellectual disabilities and undergraduate students in English Studies could learn together – co-learn - in a meaningful, academically rigorous context. The report documents the design, delivery, and evaluation of the co-learning pilot across two academic years, with a focus on the ‘Irish Writing’ module. It outlines the rationale, planning stages, teaching strategies, and ethical considerations that shaped the project. Drawing on a rich evidence base of student feedback, staff reflections, and qualitative data, the report explores the benefits, challenges, and transformative potential of inclusive co-learning in higher education. Key findings highlight that the co-learning model fostered deep engagement, mutual respect, and critical thinking among all students. Staff observed enhanced pedagogical reflection, while students reported increased confidence, a sense of belonging, and intellectual stimulation. The project demonstrated that with thoughtful design and collaboration, students with intellectual disabilities can meaningfully participate in and contribute to mainstream university modules. The report concludes with recommendations for embedding co-learning into formal academic offerings at Trinity College Dublin, identifying the institutional supports, policy developments, and further research needed to sustain and scale this approach. Ultimately, this project reimagines inclusion not as an add-on, but as a fundamental design principle of higher education.