The Modernisation of Disabled Students’ Allowances, 2014-2018: Help or hindrance to inclusive teaching and learning?

Newman, Ivan (2020) The Modernisation of Disabled Students’ Allowances, 2014-2018: Help or hindrance to inclusive teaching and learning? PhD thesis, University of Gloucestershire.

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Abstract

This research explores the question, “How and to what extent did the Modernisation of DSAs, 2014-2018, help or hinder Inclusive Teaching and Learning in English HEPs?” Six mixed method, semi-structured questionnaire studies were conducted over three academic years with respondents supporting disabled students as: diagnostic assessors for Specific Learning Difficulties (SpLDs), study skills support tutors, disability advisers, specialist mentors, and managers and heads of disability services. Respondents were both employed or under contract to HEPs, or authorised independent 3rd parties. Respondents also included HEPs’ project managers creating more inclusive teaching and learning (ITL) environments. Additionally, two Freedom of Information Requests (FOIR) were sent to all English HEPs. Three further FOIRs were sent to bodies responsible for regulating and funding English HE and its disabled students. The literature revealed 20+ years of international and UK efforts identifying, defining and operationalising ITL within Widening Participation (WP) activities, in parallel with a philosophical move away from an individualised model of disability to a social model. The literature also revealed that DSA support existed as co-curricular to rather than integrated with ITL environments. Results showed the Modernisation caused disruption in day-to-day delivery of DSA support and impeded progress to integrated ITL environments. Sector-wide definition of and progress to ITL environments was inconsistent in breadth and depth, teaching academics’ professional education lacked content regarding operationalising ITL in daily practice. Most HEPs spent little money in improving ITL for their disabled students, notwithstanding Government funding provided and recommended for that purpose. This research recommends establishing an Institute for Inclusive Teaching and Learning (IITL), to lead the sector in: defining ITL, encouraging inter-HE organisation collaboration to achieve its operationalisation through Whole Institution (WI) and whole-sector initiatives, formulating and promoting its objective transparent measurement, and integrating DSA within it.

Item Type: Thesis (PhD)
Additional Information: PhD awarded by University of Gloucestershire - Submitted to the Royal Agricultural University.
Uncontrolled Keywords: Widening access and participation; Disabled Student Allowance; Inclusive teaching; Inclusive learning; UK
Subjects: H Social Sciences > HN Social history and conditions. Social problems. Social reform
L Education > LB Theory and practice of education > LB2300 Higher Education
Depositing User: Susan Turner
Date Deposited: 17 Dec 2020 17:19
Last Modified: 17 Dec 2020 17:26
URI: http://eprints.glos.ac.uk/id/eprint/9170

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