Empathy beyond the classroom: transforming trainee teachers through direct interaction with adults with intellectual disabilities

This study explores the profound impact of direct interactions between adults with intellectual disabilities (ID) and trainee teachers on the latter's professional development. With a phenomenological approach, a structured interview was conducted with 30 trainees about their experiences, and observation sessions were conducted during eight sessions in which adults with ID took on the role of teachers. They shared their personal experiences, difficulties, and how they tackle them with trainees. Hence, three themes were identified: increased empathy and understanding, improved communication skills, and promoting employment. It was concluded that by interacting directly, the trainees' social, emotional, and cognitive levels increased positively, and empathy skills improved. This study suggests designing school placements to address a wider audience instead of conducting school placements only with primary school children. Thus, it offers a paradigm shift in creating an inclusive society in which inclusive education moves out of school and emphasises diversity.