Ability not disability: A transformative exploration of student experiences in higher education.

This study aims to explore why there are such low numbers of people with (dis)abilities
in attendance at Irish Higher Education (AHEAD, 2017), The study explores the
experiences of people with (dis)abilities as told to the researcher. These findings are
reviewed within the context of the literature on Irish HE and (dis)ability, as well as the
medical and social models of (dis)ability. Researching from the constructivist approach,
qualitative, conversational interviews with participants are completed. Analysing
findings in traditional qualitative format of transcripts becomes a barrier to accurate
representation of the emotional resonance of the conversation, so a narrative approach
to present findings using the creative method of ‘found’ poetry emerges (Richardson,
1990). The analysis also examines alternative methods of assessment adapting the
Universal Design of Learning Technique and explores experiences of stigma as
experienced by people in HE with (dis)abilities. Issues of funding policy for part-time
students are also acknowledged.
Although there have been significant strides in improving the quality of the lives for
people with (dis)abilities, due to the efforts of (dis)ability advocates and the
development of the Social Model of (Dis)ability, it would seem apparent that significant
changes in attitudes and a reduction in the neo-liberal ethos would contribute to a more
positive and inclusive experience for all learners in HE.