Abstract
This paper provides a summary of my Doctoral Research conducted in a small UK university. Adopting a critical realist framework, I investigated the attitudes of Higher Education (HE) lecturers and students towards disability inclusion and examined how these attitudes impact disabled students. Phase One employed Q-Methodology with lecturers and students to identify attitudinal patterns revealing varying levels of commitment, self-efficacy and ableism awareness. Phase Two applied Interpretive Phenomenological Analysis of interviews with disabled students, uncovering how lecturers and students contribute to a continuum of experiences ranging from 'muddling through' to 'flourishing'. The study offers recommendations for universities and broader societal change aimed at enhancing the experiences and outcomes of disabled students. The findings have international significance given that disability inclusion is the responsibility of all stakeholders in HE.