Anne Shaw

Disabled university students face barriers and are among those likelier to withdraw and have lower degree outcomes (OfS 2023). One potential barrier impacting disabled students’ university experience and outcomes is lecturers and students’ attitudes. Phase one of this two-phase study which adopts a critical realist framework, employs Q-Methodology to investigate lecturers and students’ attitudes towards disability and inclusion of disabled higher education (HE) students. Phase two Interpretive Phenomenological Analysis (IPA) of semi-structured interviews with disabled students explores the impact of attitudes on their lived experience.

Using Q Method Software, thirty-one lecturers sorted forty-five statements describing the spectrum of attitudes towards disability and inclusion and provided optional post-sort survey and interview data. Two stances about inclusion emerged from factor analysis and interpretation: cautiously committed with concerns and confidently committed with concerns. Both groups are committed to inclusion of disabled students. However, the majority group is more cautious and concerned about expertise. The second group is more ableism aware and confident implementing inclusion but shares group one’s concerns about training. Fifty-two students sorted thirty-nine Q-sort statements. Analysis of thirty-three non-disabled students’ data revealed two views: pro-inclusion and confidently proactive, and pro-inclusion but cautious. Both groups share concerns relating to discrimination faced by disabled students. However, the minority group are more cautious about disability inclusion. The second group are more empathetic, ableism aware and confident to challenge discrimination. Analysis of nineteen disabled students’ data uncovered one perspective: pro-inclusion but concerned about ableist barriers.

Phase two IPA of eight semi-structured interviews with disabled students revealed four Group Experiential Themes: Diagnosis, disclosure and identity issues; Reasonable adjustments and knowledgeable, empathetic lecturers- for some; Supportive, empathetic peers and sense of belonging- for some; Facing ableism beyond university.

The findings contribute to academic discourse in this sparsely researched area and highlight future research implications. The thesis recommendations for HE policy and practice will positively impact disabled students’ university experience and outcomes.