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Qualitative report on impact of Covid-19 on the experiences of disabled students published

01 Feb 2022 | Advance HE Advance HE has published the qualitative report to the Disabled Students’ Commission research investigating the impact of Covid-19 on disabled students’ experiences.

Exploring the impact of Covid-19 on disabled students’ experiences: in-depth qualitative report is an analysis of follow-up discussion groups from the survey of 473 disabled students conducted by Hannah Borkin, mixed-methods Researcher at Advance HE, on behalf of the Disabled Students’ Commission.

During the pandemic disabled students were provided with adjustments, some of which they had been asking for years and previously told were not possible. However, the inconsistent application of these highlighted that disabled students are, in some cases, still not properly consulted nor treated as a priority group.

Of the 35 people who consented to take part in the discussion groups, some were surprised to discover that their additional time had been refused following the introduction of 24-hour open-book assessments, as this was perceived to be sufficient time for the majority. Note-takers were not always provided in an online teaching environment as automated captions (provided as a default option for all students) were seen as an appropriate substitute. Students with a pre-existing mental health condition whose symptoms were exacerbated as a result of the pandemic repeated the view that their needs were not considered, especially since the mental health and wellbeing of all students was declining across the board.

Hannah Borkin, author of the qualitative report said,By definition, disabled students are a more vulnerable group and they must be prioritised to allow them to thrive. Experiences documented during the pandemic highlight that a ‘one-size-fits-all’ approach simply does not work; you cannot be truly inclusive if you place disabled students on a par with their non-disabled peers in relation to support.

“Disabled students are not a homogenous group so approaches must be tailored as far as possible by impairment type, and applied with an intersectional lens.

“Our report highlights a number of recommendations to take forward some of the lessons learnt during the pandemic that have improved accessibility.”

 

Download Exploring the impact of Covid-19 on disabled students’ experiences: in-depth qualitative report

Read How can the HE sector achieve authentic change for disabled students? - a blog by Hannah Borkin 

The Disabled Students’ Commission is an independent and strategic group set up to advise, inform and influence higher education providers and sector bodies in England to improve support for disabled students. Advance HE has responsibility for providing secretariat support, as well as overseeing the management, coordination and dissemination of research and other DSC outcomes. Find out more about the Disabled Students’ Commission

We feel it is important for voices to be heard to stimulate debate and share good practice. Blogs on our website are the views of the author and don’t necessarily represent those of Advance HE.

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