{"id":4643,"date":"2023-12-11T16:00:24","date_gmt":"2023-12-11T16:00:24","guid":{"rendered":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/?p=4643"},"modified":"2023-12-11T16:00:24","modified_gmt":"2023-12-11T16:00:24","slug":"inclusive-education-disability-and-dyslexia-by-dr-ceri-morris","status":"publish","type":"post","link":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/inclusive-education-disability-and-dyslexia-by-dr-ceri-morris\/","title":{"rendered":"Inclusive Education: Disability and Dyslexia by Dr Ceri Morris"},"content":{"rendered":"\n\n\n
\u201c I feel like I can\u2019t ask, that I will seem annoying and stupid<\/em>\u201d.<\/p>\n

\u201cThe most frustrating thing is wheeling into lectures late, and getting looks from lecturers, or students \u2013 when I have to rush everywhere, use back doors, find my way into lifts, wait for the one disabled toilet in the break. And then sit on my own at the front, like Billy bloody no mates<\/em>\u201d.<\/p>\n

\u201cDyslexia for me means that I\u2019m like a computer system where my brain is the computer, and my hand is a printer, but they are disconnected<\/em>\u201d.<\/p>\n

(Quotes from Cardiff University Students, 2022)<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

In Cardiff University, the numbers of disabled students has risen over the last 5 years, from just below 4000 to 4,681 students in 2022\/3 (13% of the student population).\u00a0 Across the UK, the most prevalent category is \u2018learning difference\u2019 (for example, dyslexia or dyscalculia), comprising more than a third (35%) of disabled applicants, and representing 5% of all UK applicants (UCAS 2022).<\/p>\n

The Social Model of Disability challenges medicalised assumptions around disability, and suggests that while impairment may be the condition, disability is created by social conditions: being \u2018the disadvantage or restriction of activity caused by contemporary social organisation which takes no or little account of people who have impairments and thus excludes them from the mainstream of social activities\u2019 (UPIAS 1978).<\/p>\n

If we apply the social model in higher education, we can begin to appreciate that disability is\u00a0 created by the traditional processes, procedures and practices of learning, teaching and assessment, and of organisation and communication, which create barriers to learning and attainment for our disabled students. For example a requirement for a diagnosis or assessment prior to adjustment to teaching practice or assessment would be an illustration of the medical model, whereas flexible, inclusive or universally designed learning would be an example of the social model.<\/p>\n

Morina (2017: 5) completed a detailed literature review of the issues for disabled students, and summarised the lived experience detailed in the research: \u2018These students\u2019 paths are frequently very difficult, somewhat like an obstacle course, and students even define themselves as survivors and long-distance runners\u2019. In addition, she highlighted the low disclosure rate for \u2018hidden disabilities\u2019.<\/p>\n

Disabled Students UK (2023) recently commissioned a study of disabled students\u2019 experience in Higher Education<\/a> and identified six key principles and targets for improvements,\u00a0 for example \u2018Disabled students should experience a positive culture at their institution, which promotes inclusion, belonging and a healthy approach to productivity.\u2019<\/p>\n

So what can we do?: The Continuum of Support (AHEAD 2021)<\/strong><\/p>\n

\"The<\/figure>\n

Inclusive education requires a continuum of supports that reaches from teaching spaces to support services, and which incorporates the provision of reasonable adjustments. As teachers we need to consider firstly the bottom layer, our inclusive, universal design for learning, and then our signposting and interaction with the higher levels.<\/p>\n

Top Tips: Five Core Practices for Inclusive Education<\/strong><\/p>\n

If we follow just these five core practices for inclusive education, our numbers of reasonable adjustments would be reduced by 54%! Each of these practices supports many more students than disabled students, for example, those with English as an Additional Language, and those with caring responsibilities.<\/p>\n