Embedding ‘disability and access’ into the geography curriculum

Abstract

In responding to The Special Educational Needs and Disability Act (SENDA [now the Disability and Discrimination Act, Part 4]), UK universities have made significant efforts to address issues of access and inclusivity via structural changes to campus environments and developments in student support. However, little attention has been given to ensure students are well-equipped to understand issues of disability. Moreover, staff training is needed before disability issues can be successfully incorporated into the curriculum. It is essential to consider more than the practicalities of equal opportunities and rights of access alone. Despite the fact that the emerging disability philosophy embraces the social rather than medical model, the approach to managing and teaching disability issues remains rather mechanistic. A heightened awareness of disability issues can be achieved through a problem-based learning approach. However, effort is required to ensure such activities are not undertaken in isolation, given that the goal is towards inclusivity across the entire curriculum.

Acknowledgments

The authors would like to acknowledge everyone involved in this project: the staff at ALNS, students using the ALNS who took part in the project, all the AG students involved and quoted for this paper.