Blog Post 1: Disability
The Diversity, Equality, and Inclusion Policy at the University of the Arts London (UAL) is foundational to the institution’s ethos, striving for fair treatment and opportunities for all individuals. Utilizing metrics to pinpoint areas for improvement, UAL prioritizes catering to the diverse needs of its student body (Jesper, 2019). Notably, recent data reveals that 17% of UAL students identify as having a disability, underscoring the significance of informed decision-making to enhance the student experience (Active Dashboards,2023/24).
Adepitan’s video resonates profoundly as it exposes the persistent discrimination faced by marginalized communities, particularly those at the intersection of race and disability. Despite societal advancements, entrenched biases persist, hindering opportunities for these individuals. Adepitan’s personal experiences with derogatory language and employment barriers vividly illustrate the enduring challenges faced by those navigating multiple marginalized identities. His advocacy for accessible transportation and employment opportunities underscores the urgency of proactive measures to foster equality and empowerment. However, despite efforts towards diversity and inclusion, disparities persist among student demographics, with white students making up the largest portion at 65.3%, followed by mixed race students at 11.3%, and Asian students at 10.3%. Black students constitute the smallest proportion at 7.4%, with 2.7% belonging to other ethnicities (Active Dashboards, 2023/24).
Similarly, Christine Sun Kim’s video, “Friends and Strangers,” offers poignant insights into the complex interplay between disability and various facets of identity, including deafness, motherhood, artistic practice, and cultural belonging. Kim’s deaf identity significantly influences her communication style and interactions, navigating a world where sign language is often misunderstood. Motherhood further shapes Kim’s artistic practice, integrating personal experiences and family life into her work. Despite facing obstacles such as the lack of accessibility in educational settings and societal pressure to conform, Kim passionately advocates for inclusion and representation within society.
In contrast, Brown’s experiences shed light on the intricate intersectionality of disability within the LGBTQ+ community. As a white, trans, gay man, Brown acknowledges his privilege compared to other trans and disabled individuals. He highlights the challenges faced by disabled trans individuals, such as difficulties accessing facilities during social events, advocating for accommodations like British Sign Language interpreters and close captioning to foster inclusivity within the LGBTQ+ community.
In my teaching experience, I have encountered various considerations related to disabilities. Introducing eye tracking technology necessitated accommodating diverse learning styles for all students. I provided additional support through hands-on workshops and supplementary materials, offering individualized guidance and technical assistance for students with learning disabilities. Additionally, I ensured accommodations such as extra time and accessible classroom settings during exams, embracing inclusive teaching practices by Freire (1970) actively listening and engaging with students to understand their needs and concerns. Overall, these narratives underscore the importance of recognizing and addressing the intersections of disability with other identity aspects. By fostering inclusivity and actively addressing accessibility issues, both society and educational institutions can better support the well-being and participation of all students, irrespective of their intersecting identities.
References
Active Dashboards (2023/2024). Enrolments and Profiles: Student Profile by Characteristic [Online] Available at:https://dashboards.arts.ac.uk/dashboard/ActiveDashboards/DashboardPage.aspx? (Accessed:23 March 2024).
Adepitan, A. (2020). ParalympicsGB. Disability and Race. Ade Adepitan gives amazing explanation of systemic racism [Online] Available at:https://youtu.be/KAsxndpgagU?si=aI3G67ZlXpbyaGnZ (Accessed 23 March 2024).
Brown, C. (2023). Parapride. Intersectionality in Focus: Empowering Voices during UK Disability History Month 2023 [Online] Available at: https://www.youtube.com/watch?v=_yID8_s5tjc (Accessed: 23 March 2024).
Freire, P. (1970). Pedagogy of the Oppressed. New York: Bloomsbury Academic. (eBook in library).
Jesper, A. (2019). UAL: Diversity,Equality and Inclusion: people Management Essentials. pp. 1-3. Available at: https://canvas.arts.ac.uk/documents/sppreview/15887d03-b942-4cdc-83ad-d7cd15d1f38c (Accessed: 23 March 2024).
Kim, C.S. (2024). Christine Sun Kim: “Friends and Strangers” [Online] Available at: https://youtu.be/2NpRaEDlLsI?si=QV59cxUazGY4Ca2t (Accessed :23 March 2024).
You summarise the context of disability with an empathetic voice and I find that really useful for your practice and the extent to which you go to support students in the learning space. Intersections of disability is often not contextualised in institutions because of it’s singular consideration, which often means only one aspect is addressed in higher education policy. I am impressed that you sought to centre UAL policy for disability in the beginning of your writing because it allows me to have a better understanding of your rationale for supporting students in your practice. I leave you with a reference that situated Intersectional Disability – https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10449449/
According to the article Disability and other identities?—how do they intersect? It is reported that disabled individuals especially white ones may face hidden challenges due to intertwined racial and socioeconomic stereotypes, making their disabilities less visible. Attitudes toward disability like those toward race or gender are shaped by cultural and social factors. To address these challenges, we need to recognize how different identities affect experiences. Despite the complexity it is crucial to acknowledge disability as a key part of identity and take practical steps to tackle discrimination. This involves implementing structured frameworks and monitoring mechanisms to ensure equal inclusion for everyone, regardless of their multiple identities. By shifting the dialogue towards practical solutions and inclusive monitoring mechanisms, we can mitigate the stigma, misunderstanding, and discrimination faced by individuals with disabilities among their other intersecting identities. Ultimately, equitable inclusion for all must be the overarching goal.
This is an insightful blog from Zoi, reflecting on the different perspectives on the complex intersections of disability. The inclusion of scientific data and demographics highlights comprehensive research on the topic. The formality in the writing style is informative and yet accessible. She identified eye tracking technology, which is very new to me, to accommodate diverse learning styles, which I think should be investigated and given in-depth research and dissemination to the academe. The personal reflection at the end, where she contextualised the subject matter to her practice, is inspiring and summarises the impact it can have moving forward.
I enjoyed your thoughtful and personal response to the videos, which skilfully highlights the ongoing struggles and achievements surrounding student disability and inclusivity. I agree that it’s imperative to recognise how disability intersects with other aspects of a students identity. It was particularly interesting to read about how you’ve addressed disability in your own practice, with the use of eye tracking, and I’d be interested to hear more detail about the hands-on workshops and supplementary materials, and how they were beneficial to the students.
During an introductory workshop on eye tracking, I provided MSc students with insights into the practical aspects and technical challenges associated with implementing AI. Some of the hurdles they face include managing project completion time, becoming familiar with the eye tracker, and the limitation that the eye tracker can only be utilized within the premises of UAL, rather than outside the building. A pair of students are planning to visit the digital laboratory to enhance their proficiency in integrating the eye tracker into their projects if possible. I hope that creative computing courses in AI will integrate eye tracking for PhD projects. This will be a discursive space to encapsulate inclusive pedagogy. It may also enhance the space of learning not only for students of fixed ability but also for every student –maybe a chance for the ‘disabled’ or any marginalized group -to be taken into consideration.
The process of inclusion begins with a basic recognition of the multi and complex challenges faced by individuals with disabilities. Subsequently, there arises a need for additional classroom support to facilitate their learning as Moray House School suggests (2016).
References
Moray (2016). Moray House School of Education Election Briefings Education from early years to 18 Research and Practice Contributing to Policy. Inclusive Pedagogy. The University of Edinburgh, Moray House School of Education. Available at http://www.ed.ac.uk/education (Accessed 7th May 2024).