While universities might claim inclusion as a completed enterprise, disabled students often report a different experience. Why is this and how are the

虽然大学可能声称作为一个完整的企业被纳入其中，但残疾学生往往会报告不同的经历。

• 批准号: 2887564
• 金额: --
• 依托单位: University of Leeds
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2023
• 资助国家: 英国
• 起止时间: 2023 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2887564
• 关键词: While; universities; might; claim; inclusion

As a practitioner in the university sector, in my sessions with neurodiverse and disabled undergraduate and postgraduate students, I frequently hear stories of their frustrations with the exclusionary practices of their institutions. While these are anecdotal, they are common. Although institutions might claim inclusion, disabled students advise of non-inclusive practices while simultaneously being surrounded by materials promoting the inclusive nature of their institution. There are two concurrent narratives running across the sector: those of institutions and those of their disabled students. This research is valuable as it moves discourse from institutions claiming inclusion as a completed enterprise by examining how and why the medicalised language of disability and institutional ableist practices are culturally encoded in universities. Further, the study will explore how disabled students might develop a sense of belonging when, although granted entry, they are then subsequently met with barriers to their inclusion.Where the focus of the MA dissertation was neurodiverse students, there is now opportunity to open this to a wider disabled student demographic, with further questions to ask. Where there persists an incongruity of lived experience and policy being put into practice, enquiry needs to be made into how disability is perceived and how it is discussed; of who can talk about disability and inclusion and how; where rights have been established but are also ignored; why the 'problem' of the disabled student persists while at the same time claims of widening participation, diversity andinclusion are used as recruitment and marketing tools; and of how inclusion is interpreted so broadly while at the same time policy and systems of adjustment persist to 'accommodate'.Therefore, the key research aims of the study are:1. Through its critical disability studies approach and a qualitative research design, the study will interrogate the different and contradictory narratives in the sector: why, how and by whom are different stories being told?2. It is time to for a cultural shift in universities' attitudes to their disabled student populations: entry and (limited) access are insufficient. Where disabled students' experiences continue to shine a light on inadequacies in university access both through such constructs as the Disabled Students' Allowance (DSA) processes and institutions' own policies of 'inclusion', this study will explore the encoded language and systems that perpetuate the continued dis/ableism of their student populations.Research questionsThese are mapped to the research aims of the study and its epistemological stance of person-centred critical disability studies research.1. Who do we mean and how do we talk about disabled students?2. What is the sector doing to include their disabled student populations and how is this being received by those students they aim to support?3. Universities are often world-leading in research and teaching, yet their disabled students still experience exclusionary practices. While claiming to be 'inclusive' and applying a social model of disability, an individualised, medical model of disability is deeply entrenched throughout institutions' practices. With an encoded language of an imaginary 'default' non-disabled student embedded in the culture of universities, how can we openly discuss, critique and start to dismantle this dis/ableism?4. What does the sector understand to be inclusion and how do they use the language of inclusion to describe exclusionary practices?5. Why are rights not enough?6. What positive suggestions can be made to resolve some of the issues this causes?

作为大学部门的一名实践者，在我与不同神经病和残疾的本科生和研究生交谈时，我经常听到他们对其机构的排外做法感到沮丧的故事。虽然这些都是轶事，但它们很常见。尽管机构可能声称包容，但残疾学生建议采取非包容性做法，同时被宣传其机构包容性的材料包围。整个行业同时出现了两种说法：机构的说法和残疾学生的说法。这项研究很有价值，因为它通过研究残疾的医学化语言和机构能力主义做法是如何以及为什么在大学里进行文化编码的，将话语从声称被纳入的机构转移到一个完整的企业。此外，这项研究将探索残疾学生在获得入学许可后，如何才能形成归属感，但随后他们会遇到被纳入的障碍。由于硕士论文的重点是神经质多样化的学生，现在有机会向更广泛的残疾学生群体开放，并提出更多的问题。在生活经验和正在实施的政策持续不一致的情况下，需要询问如何看待残疾以及如何讨论残疾；谁可以谈论残疾和包容以及如何讨论；权利在哪里确立但也被忽视；为什么残疾学生的“问题”仍然存在，同时声称扩大参与、多样性和包容作为招聘和营销工具；这项研究的主要研究目标是：1.通过批判性残疾研究方法和定性研究设计，这项研究将质问该领域的不同和矛盾的叙述：为什么、如何以及由谁讲述不同的故事？2.是时候改变大学对残疾学生群体的态度了：入学和(有限的)机会是不够的。残疾学生的经历继续揭示了残疾学生在上大学方面的不足，例如残疾学生津贴(DSA)程序和院校自己的“包容”政策，这项研究将探索使其学生群体持续残疾/残疾的编码语言和系统。研究问题这些映射了研究的研究目标及其以人为中心的关键残疾研究的认识论立场1。我们指的是谁？我们如何谈论残疾学生？2.教育部门正在做些什么来纳入他们的残疾学生群体，他们打算支持的学生对此有何反应？3.大学在研究和教学方面往往处于世界领先地位，但他们的残疾学生仍然面临着被排斥的做法。虽然声称是“包容性的”，并应用了一种残疾的社会模式，但在机构的实践中，一种个性化的残疾医学模式根深蒂固。随着一个假想的“默认”非残疾学生的编码语言嵌入到大学文化中，我们如何公开讨论、批评和开始废除这种非残疾/能力主义？4.教育部门如何理解包容，以及他们如何使用包容的语言来描述排斥做法？5.为什么权利还不够？6.可以提出哪些积极的建议来解决由此引发的一些问题？