From Absent to Active Voices: the participation of disabled students in higher education

The value of involving under represented groups in the development of policy and provision has become increasingly recognised by legislators, policy makers and practitioners. This is clearly evident within equality legislation, with the most recent disability legislation recognising that a key principle in promoting disability equality within public services is by the meaningful involvement of disabled people. This paper will pose two questions: • Why is participation so important? and • How effective is the voice of a marginalised group in practice? Findings are drawn from a doctoral study examining the experiences of disabled students studying in Welsh higher education and analysis will focus on the views of students concerning their involvement and contribution to disability policy and provision. Discussion will include the reluctance of some students to participate in consultative exercises due to a questioning of disability identity and possible stigma, together with concerns about the genuineness and effectiveness of consultation. The benefits of participation will also be explored in relation to sharing experience, providing an alternative expertise to the professional and strengthening the interests of a marginalised group

Changes in the political and policy response towards disabled students in the British higher education system: a journey towards inclusion

This article maps a journey of political and policy change in the response towards disabled students studying in British higher education: changes which were underpinned by dominant perceptions about disability. Findings are drawn from an analysis of archival material linked to UK legislative and policy development, together with key informant data, which included the views of senior policy staff and disabled people. Recent changes in the response towards disabled students incorporate findings from an in-depth study at a case study university, which involved extensive interviewing of staff members and disabled students. It is argued that disability was perceived as a welfare issue within higher education policy and provision and, consequently, disabled students were treated differently to other groups who were viewed as experiencing inequality, for example, women and people from ethnic minorities. The failure to understand disability in terms of equality and rights, and as a form of oppression, meant that the inequality and the lack of inclusion experienced by disabled students remained unchallenged until more recent legislative developments

A framework for the equality and inclusion of disabled students in higher education.

Disabled students are accessing higher education in increasing numbers, but this I argue does not necessarily mean that their experiences reflect equality and inclusion. In this study, I address what it means to be included and I determine those factors that are likely to achieve equality and inclusion for disabled students, namely: choice, control and consultation.Central to this analysis and understanding is the way in which disability has been and is currently being defined and responded to within legislation, policy and provision, as this is likely to significantly impact on the experiences of disabled people within society. Arguably, where an individual or medical model perspective is dominant, focussing on individual impairment and functional limitation, the response towards disabled people is one based on welfare solutions of care, concern and compensation. Such policies, as evidenced in this study lead to dependency, inequality and a lack of inclusion. Alternatively, where policies stem from a social model perspective, identifying the cause of disability as resulting from attitudinal, environmental and organisational barriers, the response is one based on equality and rights, recognising the importance of choice, control and consultation. Such policies, as proven in this thesis, lead to independency, equality and inclusion.Disabled people have historically lacked power to challenge dominant perceptions and values within legislation, policy and provision and, consequently, it is argued that this has led to oppressive policies and practices resulting in inequality and exclusion. Evidence gathered from analysis of national and Welsh policy, together with comprehensive analysis based on an in-depth study of one university in Wales, provided conclusive data on how these inequalities arise and, more importantly, how these inequalities can be challenged.The findings from this study provide an evidenced-based explanation as to how equality and inclusion for disabled students can be secured

Purpose, Process and Future Direction of Disability Research

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Enhancing Audio Description: accessible filmmaking, sound design and the importance of educating filmmakers

The Enhancing Audio Description project explored the design of an alternative to traditional Audio Description for film and television for visually impaired audiences, by maximising the potential of sound design strategies for storytelling. The project’s methodology sits within the field of accessible filmmaking, advocating for the integration of accessibility strategies to creative workflows while also acknowledging their artistic potential. The present article explores the use of the Enhancing Audio Description (EAD) methods by a group of film students and recent graduates in the creation of a short film, while also discussing the process and end result in the context of the lack of inclusion of education on accessibility in filmmaking degrees. The authors discuss how a lack of teaching in the field of accessibility to film students results in a reinforcement of harmful stereotypes that exclude disabled audiences. A greater interest in accessibility sparked at university level might contribute towards a more inclusive film industry