From absent to active voices: securing disability equality within higher education

This article discusses the representation and participation of disabled students in the development of higher education policy and provision within the UK, at both a national and institutional level. Findings are drawn from a doctoral study, which identified the importance of student participation in securing equality and inclusion. Power relationships and established boundaries are explored to ascertain how vocal disabled students are in these processes. Questions are addressed in terms of the genuineness and effectiveness of participatory approaches, identifying those barriers that are likely to impede the process. These include the influence of dominant ideology, professional expertise and attitudes towards the capability of disabled students. All are important when considering the increased rights of disabled people. Keywords: disabilityinclusioninvolvementpower Acknowledgements The dissemination of research findings from my PhD was supported through a postdoctoral research fellowship from the Economic Social Research Council (ESRC) (grant number: PTA-026-27-2172). My sincere gratitude is extended to Professor Anne Borsay, for her support and guidance in her role of 'mentor', during the period of the fellowship. Notes Findings from my doctoral study will be available in a forthcoming book Disabled Students in Welsh Higher Education: A framework for Equality and Inclusion, to be published by Sense.