Does assessment legitimise ableist supremacy in higher education? A participatory investigation of assessment experiences of students with disabilitie

先前关于残疾和评估背景下高等教育包容性障碍的研究缺乏批判性的方法来理解为什么机构的包容性和多样性运动不能确保残疾学生的融合。拟议的研究将有助于对评估在包容性经验中的作用进行批判性辩论，并将评估其对系统性不平等和排斥残疾学生的影响。语境的观点是，社会、政治和文化对评估的共同和反复出现的理解，使学术标准和学习能力期望的制度概念永久化。因此，评估实践可能会加强对不符合“有能力的学生”既定标准的学生的污名化。该项目将寻求回答以下问题：在高等教育背景下，评估在为残疾学生创造完全包容的学习环境方面发挥了什么作用？它将遵循参与性研究设计，对作为评估经验基础的社会系统产生影响，并将使参与者成为研究人员。通过借鉴包容性评估和学习、公平/公正评估、残疾主义/残疾主义理论和认知不公等概念框架，本研究批判性地考察了评估设计如何支持正常概念，并促进基于健全/心智特权的学术标准理念。

Previous studies relating to barriers to inclusion in higher education in the context of disability and assessment lack a critical approach to understanding why inclusion and diversity campaigns at institutions do not ensure the integration of students with disabilities. The proposed research will contribute to critical debates over the role of assessment in inclusive experiences and will evaluate its impact on the systemic inequality and exclusion of students with disabilities. The contextual standpoint is that common and re-current social, political, and cultural understandings of assessment have perpetuated institutional conceptions of academic standards and expectations of learning abilities. Thus, assessment practices supposedly reinforce stigmatisation of students who do not meet the established criteria of 'an able student'. The project will seek to answer the following question: What role does assessment play in creating barriers to a fully inclusive learning environment for students with disability in a higher education context? It will follow a participatory research design to have an impact on the social system underlying assessment experiences and will empower participants as researchers. By drawing upon the conceptual frameworks of inclusive assessment and learning, fair/just assessment, theories of ableism/disablism and epistemic injustice, the study examines critically how assessment designs support the conception of normalcy and promote the idea of academic standards based on able-bodied/minded privilege.