Disabled students are now a vital and significant part of campus life. However, challenges remain. Disabled students are less likely to continue their degrees, graduate with a good degree, and progress onto a highly skilled job or further study. This Insight brief asks what universities and colleges are doing to rectify these problems. What can the data tell us about the extent of these access and participation gaps? Are teaching and learning practices inclusive enough? Are funding changes exacerbating the difficulties that disabled students face?
This UK Parliament POSTnote provides an overview of invisible disability in the UK. It outlines types of invisible disabilities and relevant legislation and policy. It also discusses the experiences of adults with invisible disabilities, and strategies aimed at increasing access and inclusion for adults with invisible disabilities, focusing on employment, and higher and further education.
The All-Party Parliamentary Group on Diversity and Inclusion (D&I) in STEM aims to promote the inclusion and progression of people from diverse backgrounds in STEM, and to encourage government, parliamentarians, academics, businesses and other stakeholders to work towards a STEM sector that is representative of the population.
ASSET 2016 provides new insight as it includes an in-depth examination of how gender differences vary across individual academic disciplines and subpopulations (eg for respondents with or without caring responsibilities). This approach and the addition of qualitative analyses allows ASSET 2016 to paint a more detailed picture of the current state of gender equality in STEMM academia.
The aim of the Collaborative Inclusivity roundtable series was to create a shared space to value lived experience. It aims to share best practice, and identify actions to overcome barriers.
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