Researching curriculum and disability in higher education

Abstract

This article focuses on the experiences of students with disability in higher education. We argue that despite the legislative and policy obligations that are meant to enshrine the rights of students with disability, the reality is that students are still confronted with barriers that inhibit their access, participation and engagement. We observe that these barriers differ considerably across institutions, but are surmountable. We maintain that students with disability are best positioned to determine what facilitates their inclusion, and that by embracing principle of universal design, higher education institutions can become places where all students can thrive, not just survive.