Successfully attending higher education has become increasingly crucial for better work and life prospects. However, disabled students are likely to take longer to complete a degree (OfS, 2020a), demonstrate higher levels of dropout rates (Hector, 2020) and lower levels of satisfaction with their studies (OfS, 2020b), compared to their non-disabled counterparts. This webinar aims to open a space to voice accounts, discuss provisions, suggest policy strategies, and develop theory to support effective change to inclusion policy and practice in higher education.
By drawing upon contributions to the ½¿É«µ¼º½ Blog Special Series ‘A New Ecology of Higher Education: Disability, Access, Participation, and Belonging’ first, and by stimulating discussion in breakout rooms later, the webinar seeks to actively connect a variety of stakeholders in creating universities as inclusive spaces for disabled students and academic communities alike, starting from disabled students’ voices and experiences of higher education.
Programme:
| 10:00 | ½¿É«µ¼º½ Introduction Janet Hoskin and Kate Mawson |
| 10:05 | Opening Suanne Gibson and Francesca Peruzzo |
| 10:15 | Going back is not a choice: Lessons from the pandemic Mette Anwar-Westander |
| 10:25 | Creating the conditions for inclusion: How the Writing Café is facilitating accessibility for disability through mutuality and empowerment Cara Baer |
| 10:35 | Co-developing inclusive and accessible e-learning resources: Placing disabled and neurodiverse student voices at the centre of our practice Katie Stote |
| 10:45 | Speaker Q&A |
| 11:00 | Break |
| 11:15 | Breakout rooms |
| 11:45 | Feedback |
| 12:05 | Conclusions and actions moving forwards |
| 12:15 | Event close |