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?

作为大学领域的从业者，在我与神经多样性和残疾本科生和研究生的会议中，我经常听到他们对所在机构的排他性做法感到沮丧的故事。虽然这些都是轶事，但它们很常见。尽管机构可能会声称包容性，但残疾学生建议采取非包容性做法，同时周围都是促进其机构包容性的材料。整个行业有两种同时存在的叙述：机构的叙述和残疾学生的叙述。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残疾实践如何以及为何在大学中进行文化编码，将话语从声称作为一个完整企业纳入的机构中转移出来。此外，该研究还将探讨残疾学生虽然获得入学资格，但随后遇到融入障碍时如何培养归属感。硕士论文的重点是神经多样化的学生，现在有机会向更广泛的残疾学生群体开放，并提出更多问题。如果生活经验与正在实施的政策持续不一致，则需要调查如何看待残疾以及如何讨论残疾；谁可以谈论残疾和包容性以及如何谈论；权利已被确立但也被忽视；为什么残疾学生的“问题”仍然存在，而同时扩大参与、多样性和包容性的主张却被用作招生和营销工具；以及如何如此广泛地解释包容性，同时政策和调整体系坚持“适应”。因此，本研究的主要研究目标是： 1．通过其批判性残疾研究方法和定性研究设计，该研究将质疑该领域不同且矛盾的叙述：为什么、如何以及由谁讲述不同的故事？2。现在是大学对其残疾学生群体的态度进行文化转变的时候了：入学和（有限的）入学是不够的。通过残疾学生津贴（DSA）流程和机构自身的“包容”政策等结构，残疾学生的经历继续暴露出大学入学机会的不足，本研究将探索使学生群体持续存在残疾/残疾歧视的编码语言和系统。研究问题这些问题与该研究的研究目的及其以人为本的严重残疾研究的认识论立场相对应 研究.1.我们指的是谁以及我们如何谈论残疾学生？2.该部门正在采取哪些措施来包容残疾学生群体？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，但残疾学生仍然经历着排斥性的做法。虽然声称具有“包容性”并应用残疾的社会模式，但个性化的残疾医疗模式在机构的实践中根深蒂固。通过将想象中的“默认”非残疾学生的编码语言嵌入大学文化中，我们如何才能公开讨论、批评并开始消除这种残疾/残疾主义？4。该部门对包容性的理解是什么？他们如何使用包容性语言来描述排他性做法？5.为什么权利不够？6．可以提出哪些积极建议来解决由此引发的一些问题？