Embracing the Disruptive Voice ¹

Abstract

The number of disabled students participating in higher education (HE) and availing support services has increased 268% from the years of 2008/2009 to 2021. Disabled students face a range of transitional barriers that their non-disabled peers do not, including ableist attitudes, and inaccessible environments. The PhD research upon which this chapter is based investigated the social engagement experiences of disabled students in HE. It examined qualitative data from 65 participants, with representatives from 19 HE institutions (HEIs) across Ireland using a four-phased, sequential and concurrent qualitative data collection methodology. This chapter will focus on one phase of this PhD research design, namely phase one, which captured the voice of disabled undergraduate students (n = 23). The research identified that disabled students value social engagement, but barriers impact upon students' social engagement, having their voice heard, their ability to form connections, affecting students' sense of belonging. Based on my PhD findings and my work to implement them, I would argue that ‘consultation’ with disabled students is currently taking place in its most basic form. HE needs to embrace the disruptive potential of disabled people and move from passive to active listening, from meaningless consultation to meaningful consultation and then to collaboration and partnership.

Citation

Rath, V. (2024), "Embracing the Disruptive Voice ¹ ", Rose, R. and Shevlin, M. (Ed.) Including Voices (International Perspectives on Inclusive Education, Vol. 23), Emerald Publishing Limited, Leeds, pp. 91-102. https://doi.org/10.1108/S1479-363620240000023007