Confronting similar challenges? Disabled and non‐disabled students’ learning and assessment experiences

Abstract

The article presents evidence from a systematic survey of disabled (n = 172) and non‐disabled (n = 312) students regarding their learning and assessment experiences within one higher education institution in the UK. This study builds upon previous work in the sector, with the aim of gathering evidence to inform inclusive policy and practice for the benefit of all students, disabled or non‐disabled. The findings indicate that, while disabled students confront barriers of access in their learning and assessment, there are similar difficulties they share with non‐disabled students.

Keywords:

• disability
• disabled students
• inclusive education
• inclusive practice

Acknowledgements

We want to say thank you to Professor Mary Fuller and the Economic Social Research Council (ESRC) – Teaching and Learning Research Programme (TLRP) project ‘Enhancing the Quality and Outcomes of Disabled Students’ Learning in Higher Education’ (2004–7) (RES‐139‐25‐0135) for allowing us access and use of their research instruments for our own study. We also want to say thank you to the two anonymous referees for their insight and comments.