IN-PERSON Prague Research & Teaching Conference

Abstract

Disabled university students are more likely to withdraw and have lower degree outcomes (OfS 2023). One barrier impacting disabled students is lecturers and students’ attitudes. In Phase one, Q-Methodology investigates lecturers and students’ attitudes toward disabled students. Phase two Interpretive Phenomenological Analysis (IPA) of interviews with disabled students explores the impact of attitudes on them. Using Qmethod software, thirty-one lecturers sorted forty-five statements about disability inclusion, and provided optional post-sort survey and interview data. Two stances about inclusion emerged from factor analysis and interpretation: cautiously committed with concerns and confidently committed with concerns. Both groups are committed to inclusion. However, the majority group is more cautious and concerned about expertise. The second group is more ableism aware and confident implementing inclusion but shares group one’s training concerns. Fifty-two students sorted thirty-nine Q-sort statements. Analysis of thirty-three non-disabled students’ data revealed two views: pro-inclusion and confidently proactive, and pro-inclusion but cautious. Both groups favour disability inclusion. However, the minority group are more cautious about disability inclusion. The second group are more empathic, ableism aware and confident to challenge discrimination. Analysis of nineteen disabled students’ data uncovered one perspective: pro-inclusion but concerned about ableist barriers. Phase two IPA of semi-structured interviews with eight disabled students revealed four Group Experiential Themes: Diagnosis, disclosure and identity issues; Course accommodations and knowledgeable, empathetic lecturers- for some; Supportive, empathic peers and sense of belonging- for some; Facing ableism beyond university. The findings have implications for HE policy and practice which will positively impact disabled university students.