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Disabled students’ allowance: Enabling through degrees?

The disabled students’ allowance (DSA) is a grant designed to remove barriers and improve participation in higher education of students with disabilities. The objectives of the policy are...

The consequences of non-disclosure in higher education

Many individuals who have a disability, chronic illness and/or neurodivergence can decide what they disclose, be that whether or not they share that information or how much detail they provide...

Nothing about us without us: Urgent changes needed in HE inclusive practice to address widening participation failures

Widening participation (WP) has been a dominant discourse in education policy for more than 20 years. Its original and continued core aim has been to improve higher education (HE) participation of...

Student unions and the politics of disability for a more socially just higher education

What does disability activism reveal about higher education? In this blog post, we argue that activism as practised by disabled students exposes and challenges the workings of neoliberalism in...

How might higher education providers make assessment more inclusive? The potential of Universal Design for Learning

Covid-19 resulted in a major interruption to routine assessment custom and practice in higher education. This interruption has placed higher education providers (HEPs) at a crossroads where they...

Creating the conditions for inclusion: How the Writing Café is facilitating accessibility for disability through mutuality and empowerment

Within higher education (HE) there are specific power dynamics that can be attributed to institutionalised intersectional inequality (for example lecturer-student hierarchy, social class and...

Co-developing inclusive and accessible e-learning resources: Placing disabled and neurodiverse student voices at the centre of our practice

What is required to support disabled and neurodiverse university students into meaningful, work-based opportunities? A consultation undertaken through the University of Plymouth’s Office for...

School transitions and adjustment of children with neurodevelopmental conditions during the Covid-19 pandemic: Who was caught up in a whirlwind?

Transition from primary to secondary school is considered a key milestone in children’s education. During the Covid-19 pandemic, children experienced additional changes in their lives...

The BERA Blog: Highlights of 2022

BERA Blog end of year highlights

Yuletide greetings and festive cheer to all our readers and authors, wherever you may be. In these challenging times, we thank all of you for your continued support, enthusiasm and engagement with...

Poirot couldn’t solve this one on his own: Inclusive education for the most vulnerable

In her recent BERA Blog post Margaret Mulholland (2022) asserts that truly inclusive education involves the ability to think like a detective. To be truly responsive to the needs of children and...

Arts for All: Exploring Inclusivity in Arts Education

There are many shared themes and ideas across the fields of arts-based and inclusive research: The arts have the capacity to connect different communities, provide a means of expression, and...

Practice-based learning in a special school placement: How students with the most complex communication barriers teach social work students to overcome theirs

People with learning disabilities are one of the most disadvantaged groups in our society (EHRC, 2016); they experience the most barriers to schools, services and communities. They are often...