Discussing disability is very personal for me, especially in an educational context. PGCert is the third qualification I’ve been completing since falling ill with long COVID. At this point, I think I am mostly recovered, but the aftermath from not getting a break as a result of constantly falling behind on work and studies for the past three years still impacts me a lot.
The words of Ade Adepitan (2020) resonated with me in the context of the social model of disability (Shape Arts, no date). Adepitan claims it’s systemic discrimination that holds a lot of disabled people back rather than their conditions. They also draw a parallel to the systemic discrimination and oppression of Black people. In both contexts, Adepitan points out that society is often not willing to act towards true equality, using diversity schemes in place of systemic change.
Christine Sun Kim refers to what is considered ‘normal’ in the society, or what fits within the Overton window (2023). She mentions the conscious decision to work with art at a large scale, making an argument of how visibility contributes to inclusion.
Chay Brown discusses his perspective as a white, gay, trans, likely not-neurotypical man with experience of mental illness through an intersectional lens. He says that the mutual support and knowledge sharing about the experiences of mental struggles within the LGBTQIA+, and particularly within the trans community, as one of the ways in which he found the community helpful.
A common theme for the resources is highlighting the base for the social model of disability, providing examples of disabled people being denied opportunities and equal participation due to systemic ableism and lack of infrastructure and other resources.
In terms of disability, one thing that really resonated with me was Chay Brown’s mention of the organising team’s commitment and expertise in accessibility as one of the key factors, and provides details of how to organise an event with a range of accessibility considerations, including quiet spaces, multi-modal activities, pre-screening the space and providing information, budget considerations, captioning and BSL interpretation if applicable, and – most importantly – asking about the participants’ needs.
My own lived experience of disability and being neurodivergent has definitely made me more sensitive to the students’ needs. In terms of accessibility, I do my best to create slides that are easy to read including suitable contrast, text size, and readable fonts. I pay attention to disturbances in class, such as students talking loudly or playing media with sound during labs, and politely ask them to be more mindful about their colleagues. I became more acutely aware of these things after I started having severe issues with concentration due to long COVID. I’m always supportive of extended deadlines and extra time needed, being as helpful as I can and trying to guide the students through applying for extensions and resubmission, something I experienced many times as a student.
Unfortunately, my own accessibility needs can be a barrier and incompatible with adjustments for students, often included in their ISAs. I lose focus when students join the class late, and need a moment to get back to the lecture. If a student misses a significant part of the class, they often ask for tutorials outside of class time despite dedicated time during classes. Permanent staff members have office hours dedicated to supporting students. As someone with health issues and juggling several roles on a precarious contract, I cannot afford to schedule unpaid tutorials. My manager’s advice is to direct them to in-class tutorials, which I do. The only occasion when I offer extra tutorials is for students with extended deadlines, as they often develop work mostly after the classes finish and I do not want to leave them without crucial support. Still, I often feel bad due to my students getting less support just because I’m an AL. UAL’s casualised employment practices limit accessibility for both students and teachers.
References
Adepitan, A. (2020). Ade Adepitan gives amazing explanation of systemic racism. Interviewed by Webborn, N. for ParalympicsGB. Available at: https://www.youtube.com/watch?v=KAsxndpgagU (accessed: 19.01.2025).
Sun Kim, C. (2023). Christine Sun Kim in “Friends & Strangers”. Feature for Art in the Twenty-First Century. Available at https://www.youtube.com/watch?v=2NpRaEDlLsI (accessed: 19.01.2025).
Brown, C. (2023). Intersectionality in Focus: Empowering Voices during UK Disability History Month 2023. Interview with Chay Brown for ParaPride. Available at: https://www.youtube.com/watch?v=_yID8_s5tjc (accessed: 19.01.2025).
Shape Arts (no date) What is the Social Model of Disability? Available at: https://www.shapearts.org.uk/news/text-and-audio-social-model (accessed: 19.01.2025).