People with disabilities have been among the most marginalised groups both within society and within post-secondary/higher education. Over the last two decades, an increasing number of inclusive educational programmes have come into existence both nationally and internationally for this group of learners. The Trinity Centre for People with Intellectual Disabilities (TCPID), School of Education, Trinity College Dublin, offers students with intellectual disabilities a two-year programme entitled Arts, Science and Inclusive Applied Practice (ASIAP). This paper presents a selection of voices from ASIAP students which highlights their experiences of becoming both co-researchers and second language learners. These studies present a variety of ways in which power relationships are negotiated between faculty and students through utilising creative and inclusive approaches to the research process.