Changes in the political and policy response towards disabled students in the British higher education system: a journey towards inclusion

This article maps a journey of political and policy change in the response towards disabled students studying in British higher education: changes which were underpinned by dominant perceptions about disability. Findings are drawn from an analysis of archival material linked to UK legislative and policy development, together with key informant data, which included the views of senior policy staff and disabled people. Recent changes in the response towards disabled students incorporate findings from an in-depth study at a case study university, which involved extensive interviewing of staff members and disabled students. It is argued that disability was perceived as a welfare issue within higher education policy and provision and, consequently, disabled students were treated differently to other groups who were viewed as experiencing inequality, for example, women and people from ethnic minorities. The failure to understand disability in terms of equality and rights, and as a form of oppression, meant that the inequality and the lack of inclusion experienced by disabled students remained unchallenged until more recent legislative developments.