Blog Post 1: Disability

I enjoyed watching the three interview-videos and learning from the experience of three people living with disability and how they navigate intersectionality with other aspects of their multi layered identities.

Ade’s experience as a black male who uses a wheelchair highlights the intersectionality of race, disability, and societal barriers. For example, he may face discrimination not only due to his disability but also due to his race, which compounds the challenges he encounters. Ade’s advocacy for providing opportunities for individuals to excel and be recognized acknowledges the systemic barriers that hinder progress for marginalized communities. By citing the Paralympics as a successful model of representation, Ade demonstrates how visibility and recognition can empower individuals with disabilities, particularly those from underrepresented racial backgrounds. Additionally, Ade’s recognition of subtle discrimination and segregation underscores how intersecting identities can exacerbate exclusion and impede societal progress.

Christine’s experience as a deaf artist showcases the intersection of deafness with her identity as an artist. She integrates her disability into her artistic process, emphasizing the unique perspective it brings to her work. Through exploring the relationship between line drawing and sign language, Christine illustrates how her disability shapes her perception and artistic expression. Her appreciation for initiatives like “Let’s caption the city” reflects the importance of accessibility in making visual content inclusive for individuals with disabilities, such as deafness. Christine’s resonance with the statement “If you don’t see us, we have no place to be” highlights the significance of belonging and inclusivity for individuals with disabilities, who often face invisibility and marginalization in society.

Chay’s identity as a transman who is neurodiverse intersects with his experiences as a gay, white individual, emphasizing the complexity of his identity. His reflections on the challenges of invisible disabilities, such as anxiety and autism, within the LGBTQIA+ community shed light on the intersection of neurodiversity with sexual orientation and gender identity. Chay’s advocacy for a people-centred approach to accessibility work underscores the importance of considering diverse perspectives, including those of individuals with invisible disabilities, in creating inclusive spaces. His emphasis on open dialogue and visibility for minorities within minorities reflects the need to address intersecting identities and ensure that all individuals feel valued and included.

On reflection, both considering the diverse range of disability aspects within my teaching context at University of Arts London, here are some key factors linked with some first-hand experience examples. These reflections have the potential to ensure I address barriers in my teaching environment to nurture more inclusivity and equal support for all students:

On dyslexia: Provide appropriate support and resources for students with dyslexia to optimize their learning experience. Work alongside Student Support Services to guarantee that the correct and most suitable support is in place. Offer alternative formats for reading materials and assessments to accommodate dyslexic students’ needs. On further reflecting, we have liaised more significantly with Student Support Services team in order to unpack some of our content in making sure it is accessible and inclusive. That is an ongoing effort which showed significantly powerful in shifting students engagement in the past academic year and I aim to continue building this relationship.

On physical disability: ensure that classrooms and facilities are accessible for students with physical disabilities, including providing necessary equipment and tools. The new building is already considerably more accessible, but remaining vigilant for further adjustments to respond to any identified needs that may arise over time. Consider adjustments to the physical layout of the classroom to accommodate mobility needs and ensure that all students can participate on an equal basis. We have had in the last year a couple of students with similar needs and we worked alongside Student Support again, to make sure we had the correct equipment available both in class and in open access, so students felt more encouraged to work in college.

On neurodiversity and invisible disabilities: implement strategies that are spiraled across levels and learning environments to support neurodiverse students who may show difficulties in facing challenges or disruptions in the learning environment. By exploring alternative methods of delivering course content that maintain rigor and quality while accommodating different learning styles and needs, we can make sure students feel included and looked after. On a final reflection, in light of some conversations I am having in my team, I can foresee that new policies that will allow students to self certify ISAs and ECs from next year will likely present new issues to consider and work out alternatives that find balance between performance and mental health.

UAL’s report also expands on fostering a culture of respect, where all staff and students feel safe. Ultimately, I believe it is extremely important to research, develop, and implement inclusive teaching practices that are continually reassessed to respond to the diversity within the cohort. It will be key to committing to short, medium and long term objectives will be paramount to tackle both student and staff needs. This involves adopting approaches that prioritize accessibility, flexibility, and diversity in delivery. Additionally, I consider it crucial to encourage open communication, active participation, and collaboration among students and staff to address specific needs and concerns effectively – with a horizontal approach (decolonized) that fosters interactions between all.