Abstract:
The Australian Disability Strategy 2021-2031 noted that despite educational reforms over the last decade, there remain significant gaps in participation in university for students with disability. Student voice is often overlooked when designing such reforms and has led to the “nothing about us without us” movement, which is part of a global movement to achieve the full participation and equalisation of opportunities for, by, and with persons with disabilities. For people with disability to achieve their full potential through education and learning it is critical to hear their voice, to inform both policy and practice within higher education. As part of the 2023 Strategy the University involved in this research aspired to improve the representation of marginalised groups, including people with disability in whole of governance structure and define actionable steps towards promoting lived‐ experience‐led research within the University. This paper describes a research project undertaken at a large, public University in Australia. Designed to hear from students their experiences in higher education, both academically and socially, and use this information to inform how this large institution could work toward providing a learning environment that is more responsive to their needs.
Participants were students who identified with a disability. Most were formally registered with University support services but this was not a requirement for participation. Seventy students with disability shared their individual academic and social experiences of higher education through face-to-face and Zoom based interviews. Questions explored their perspectives of academic inclusion, social inclusion, advocacy, support, challenges, and attitudes/perceptions of disability. Findings show that whilst the university has supported students with disability in many positive ways, particularly in upholding the legislation requiring adjustment provision to promote participation on the same basis, common challenges such as inflexible attendance requirements and attitudinal challenges remain.
The results of this study will contribute a student voice to the objectives of the next University Disability Inclusion Action Plan and provide insight into the strengths and opportunities of the University’s support of students with disability through the Access and Inclusion Index. Outcomes will serve to inform education design and innovation in university teaching and learning, with a particular emphasis on co-design of instruction, delivery, and assessment. Areas identified as challenges will serve as stimulus for staff and peer professional learning.
Participants were students who identified with a disability. Most were formally registered with University support services but this was not a requirement for participation. Seventy students with disability shared their individual academic and social experiences of higher education through face-to-face and Zoom based interviews. Questions explored their perspectives of academic inclusion, social inclusion, advocacy, support, challenges, and attitudes/perceptions of disability. Findings show that whilst the university has supported students with disability in many positive ways, particularly in upholding the legislation requiring adjustment provision to promote participation on the same basis, common challenges such as inflexible attendance requirements and attitudinal challenges remain.
The results of this study will contribute a student voice to the objectives of the next University Disability Inclusion Action Plan and provide insight into the strengths and opportunities of the University’s support of students with disability through the Access and Inclusion Index. Outcomes will serve to inform education design and innovation in university teaching and learning, with a particular emphasis on co-design of instruction, delivery, and assessment. Areas identified as challenges will serve as stimulus for staff and peer professional learning.