As the term Inclusive Practices begins, we’ve begun the module with a focus on disability. Within three resources/short films provided by the course (Art21, 2023; ParalympicsGB, 2020; Parapride, 2023) we’ve begun to examine the complex nature of intersectionality and the effects this has at local, community and systemic levels. The content of these films covers three interviews discussing topics of intersectionality within disability such as race, identity, expression and community. These films reveal that disability is much more than a practical issue such as physical barriers, although still rife, but more its societal nature.
Within the first film paralympian Ade Adepitan (ParalympicsGB, 2020) discusses that physical adaptations can be reasonably adapted when required and when they are individuals are able to achieve great things, however, it is the considerations and mindset of society or those in a position of public representation that are making long term change difficult to achieve – this could for example be an underrepresentation within media, but also political and policy driving representation. A great example of this is how Adepitian and Nick Webborn, ParalympicsGB President, discuss how transportation is clearly designed for the needs of able bodied people first with disabilities being catered for as an afterthought. Although out of the scope of intersectionality this discussion brings forward how important ‘Accessibility by Default’ is. Not only do these ‘Accessible’ spaces discriminate at a social level, but bring attention to long term historic systemic segregation of difference, and believe we need to be mindful of this even when aiming to be a force for good.
At a community level practising artist Sun Kim, expresses how socioeconomic factors such as child care and financial supports can greatly support the compounded effects that disability can have on an individual’s life, discussing how it is often societal structures that disable individuals rather than their physical or mental conditions. Lastly Chay Brown, a representative from TransActual also goes on to discuss how systemic barriers, especially against those with hidden disabilities, prevent full participation and inclusion.
Within my own practice at UAL (see blog post 1, from term one for a greater context), I am responsible for deciding what content is beneficial for students, creating all my teaching and learning content, creating a usable and productive environment alongside supporting students through their own learning. When thinking about my own area a few things instantly came to mind, some of which I think are positive but mostly the improvements that are needed. Regarding my online learning resources I am particularly conscious of the accessibility of these materials, as someone who considers themselves to have a learning difference I am of course always aiming to create a learning environment that I would have liked to have seen, but in this blinker-like focus I have certainly looked past the greater picture. Within the focus of completing the day-to-day tasks of my employment I have looked past aspects that will have a greater impact on students; not just in a learning context but an inspirational and representative aspect of learning and society as a whole, be that through including a wider range or examples, that are more differentiated – which in turn helps to build a more inclusive environment.
But most importantly I have recognised that I have fallen into the trap of not questioning enough. Is this space accessible for all? Are these tables too high? Would everyone be able to use this equipment? Is there a clear route? Is this space too loud? Are these materials accessible? Are these examples a good representation? Should a student need to get in contact regarding putting in place accessible specific learning aids? – and why is this not already in place? As Brown quite rightly points out, inclusive environments benefit everyone.
I think the most important question going forward is, how can this be done better?
Bibliography
Art21 (2023) Christine Sun Kim in “Friends & Strangers” – Season 11 | Art21. Available at: https://www.youtube.com/watch?v=2NpRaEDlLsI&ab_channel=Art21 (Accessed: 17 May 2024).
ParalympicsGB (2020) Ade Adepitan gives amazing explanation of systemic racism. Available at: youtube.com/watch?v=KAsxndpgagU&ab_channel=ParalympicsGB (Accessed: 17 May 2024).
Parapride (2023) Intersectionality in Focus: Empowering Voices during UK Disability History Month 2023. Available at: https://www.youtube.com/watch?v=_yID8_s5tjc&ab_channel=Parapride (Accessed: 17 May 2024).
Great points Elliot, I agree completely with your thoughts on provision for those with physical disabilities in that it’s a societal problem and that it’s societies inaction that produces more barriers than the disability itself.
Also your own reflection that it’s easy to become blind to what needs to be provided in our day to day work to enhance the learning experience for everyone on the ability spectrum.
When we fitted out the Kings Cross workshops we were told to accomodate the needs of potential wheelchair users and we did in that we made benches that were easier to access but upon reading your points it’s made me reassess what more we could be doing to ensure students with other learning differences are not struggling yet not speaking up.
I second this, the thoughts and considerations mentioned in your post are essential to many with disabilities and it is refreshing that you are taking this upon yourself to provide alternatives and more inclusive practices within your teaching environment. This practical example from Campbell is a great addition as to a simple change which can make a world of difference to an individual living with a disability.
You started the post talking about how political policy could make a change, do you also believe that institutions should enact new policies to make these changes? Eg. could UAL pass a policy about the heights and spaces around tables – like the example Campbell mentions at CSM? Or is this kind of change down to individuals?
Thank you Kira & Campbell for your thoughtful comments. I think it’s important that we acknowledge that at the end of the day we are still people with lives, attempting to do job to the best of our abilities and at times we loose sight of elements that may not affect us directly.
Regarding Kira touching upon policy – I think thats a great example of something that can be used as a force for good in this context. Although policy can at times become burdensome and even slow down progression it can also be used as a way of keeping ourselves in check; I think a great example of this is risk assessments, its something that I am sure no one particularly enjoys doing but has the effect of potentially savings lives and reducing life long injuries. It makes me question how an annual accessibility assessment could be used to a similar affect – giving us the important time, space and altered perspective to question the suitability of our work environments – but making sure that this upheld by the people who enforce it is a different story, especially when considering points Jazmin makes within her own blog about resistance to implementing accessibility.
Really nice read, you clearly illustrate the societal challenges presented in each of the films. I also like your interpretation of Kim’s film, I didn’t see it quite like that so appreciate that perspective. It’s also really impressive to see how you immediately detail how your own teaching can be improved to better accommodate students with disabilities.
Likewise, it’s been fascinating to see how everyones own experiences have led to at times vastly different perspectives of seeing the same content. Thank you very much, I suppose its the very least we can be doing to make sure we are creating the best student experience that we can offer.