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Major Findings

“Arriving At Thriving: Learning from disabled students to ensure access for all”
Policy Connect and the Higher Education Commission
October, 2020

This report follows a six-month inquiry, chaired by Lord David Blunkett; Kathryn Mitchell, Vice Chancellor of the University of Derby; and Lord Philip Norton, Chair of the Higher Education Commission. The inquiry listened closely to students, with evidence gathered from over 500 disabled students, from senior figures at a number of higher education providers, and charity representatives across the country.

The report demonstrates clear room for improvement within higher education, and lays out 12 recommendations for government and the sector to ensure the experiences of disabled students can be improved.

“Disability Discrimination faced by UCL students and Recommended Measures”
UCL Disabled Students’ Network
2020

Via this link you will find the report, a short summary of the report and 4 report appendices:

“During November and December 2019 the UCL disabled Students’ Network conducted a survey of Disabled Students’ experience at UCL. In their report, they explain what UCL’s responsibilities are, and by presenting the testimonies they received they show in what ways students are not being given equal access, who is responsible in each instance, and how to create change. The report also provides UCL with examples of positive steps to take and the benefits of doing so, sharing a number of useful tools such as building on UCL’s own resources and examples of best-practice from other universities.”

“Review of Support for Disabled Students in Higher Education in England”
The Institute for Employment Studies and Researching Equity, Access and Participation
2019

View the report
“This report presents findings from the first phase of a two-part study to review the levels of support for disabled students across the higher education (HE) sector in 2016/17 and the progress made by providers towards an inclusive social model of support.” “The study involved an online survey of 137 providers in receipt of Higher Education Funding Council for England (HEFCE) additional funding to develop inclusive teaching approaches to support disabled students; and in-depth case studies with 13 providers which gathered detailed insights and feedback from 59 individuals in various roles (including both staff and student representatives).”

Brief from Office For Students

Substantial disadvantage – Reviewing the Implementation of Disabled Students’ Academic Adjustments at the University of Cambridge
Cambridge University’s Student Union
2018

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“We began our data collection for this report with the hope of discovering weak and strong areas of practice in the current Cambridge system, aiming to find out what works and what doesn’t, enabling us to share best practice. Although experiences vary significantly, we have in fact had to draw far more general conclusions. The ‘substantial disadvantage’ referenced in the title of this report is not only a reference to regulations but also an accurate description of the current situation in which disabled students at the University of Cambridge are studying.”

We need to give “special consideration” some special consideration – Independent Adjudicator Felicity Mitchell via WonkHE

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