Studying abroad in Dublin, Ireland has thus far been a very enriching academic and personal experience for me. Enrolling in a course that focuses on interdisciplinary perspectives on disabilities has challenged me to rethink cultural and clinical frameworks of disability. Similarly, it has allowed me to apply these to my own major and area of interest: speech, language, and hearing sciences. One highlight of my program was a visit to the Trinity Centre for Aging and Intellectual Disabilities (TCAID) at Trinity College Dublin.

At TCAID, we attended a thorough, compelling presentation by staff members who discussed their ongoing research in various fields relating to the wellness of people with intellectual disabilities (IDs). One of the topics that I found particularly fascinating is utilizing Cognitive Stimulation Therapy (CST) for adults with IDs. Iara Faria Synnott wonderfully explained the exploration she and her colleagues conducted on the feasibility of adapting CST for improving cognition in individuals with IDs. This section of the presentation sparked an interesting connection for me between global disability and my own academic interests.

In my own research back home, I’ve examined how structured language tasks, similar to those used in CST, can support communication and language recovery in people with post-stroke aphasia. Seeing how similar therapeutic principles are applied in other populations, and in a different country, reinforced the versatility. It was validating as well to hear that many of the people in these clinical trials had positive experiences with CST. Additionally, the emphasis the speakers put on the holistic, biopsychosocial approach was one I completely agreed with. A common theme I’ve found throughout my time in this program as well as in my undergraduate experience is that disparities in research are severe relating to intellectual disabilities.