Inclusion of disabled Higher Education students: why are we not there yet?

ABSTRACT

This review tracks the last 50 years of the journey towards the inclusion of disabled students in Higher Education (H.E.). It provides a critical overview of the impact of evolving U.K. policy aimed at widening participation for disabled H.E. students. The overview spotlights the historical, ideological and political influences on policy and practice and illuminates the underlying causes of the social injustices still experienced by disabled H.E. students. Despite a government commitment to inclusive practices, data reveals disabled H.E. students are among those most at risk of withdrawing from university and have lower degree outcomes than non-disabled students (OfS. 2021. Access and Participation Resources: Findings from the Data. https://www.officeforstudents.org.uk/media/4dcf0f63-4ff0-4df2-ba52-3b2ef0a8a28d/access-and-participation-data-resources-sector-summary-2021.pdf, 19). The article illustrates how the prevailing models of disability have influenced definitions of disability and inclusion. It highlights tensions between the Government's accountability agenda and inclusive practice ideals. The paper reviews U.K. studies of inclusion of disabled H.E. students. It unearths barriers, particularly concerning stigma, disclosure, and social inclusion, rooted in historical misrepresentations of disability remaining intact in contemporary society. Implications for H.E. institutions and policymakers are highlighted. Recommendations for researchers include research aligned with disabled people’s lived experiences and further investigation of barriers relating to attitudes of non-disabled students.

KEYWORDS:

• Disability
• inclusion
• higher education policy
• models of disability
• stigma
• inclusive curriculum

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Anne Shaw

Anne Shaw is a Lecturer in Early Years and Childhood Studies at the University of Bolton. She has extensive experience as a Teacher in Primary Schools and Colleges of Further Education. Her areas of interest are Early Childhood Education and Inclusive Education. Currently she is undertaking Doctoral Research focussing on the Inclusion of Disabled Students in Higher Education.