A human rights and social justice perspective of disability and participation in higher education

Abstract

It is a basic human right for persons with disability to participate in education at the same level as a student without disability. This human right is underpinned by global conventions and national legislation (Brett et al. 2016). The number of students with disability in Australian higher education has been influenced by the Disability Discrimination Act 1992 (DDA) (Commonwealth of Australia) and the Disability Standards for Education 2005 (Education Standards) (Commonwealth of Australia) which support this human right. Despite a robust policy and legislative context, Australian students with disability are underrepresented in the overall student population and less likely to complete a bachelor's degree or higher (Brett et al. 2016). The research objective was to progress the academic inclusion of students with disability in higher education. Western Sydney University (Western) offers Academic Integration Plans (AIPs) for students with disability who are registered with Disability Services. The AIP lists the reasonable adjustments that the University is legally obliged to provide for the student; but does not disclose the nature of the student's disability or chronic health condition (Western 2016a). Western (2018a) made a bold commitment to participation and access for students with disability, as outlined in its new Accessibility Access Plan 2018-20; during the consultation process students raised their concerns about the inconsistency or non-implementation of their reasonable adjustments. The accessibility plan identifies the need to monitor the implementation of AIPs, an action which had previously been acknowledged by the University (Western 2011a). This research adds to the knowledge gained from the development of the accessibility plan and offers a nuanced insight into the lived experiences of students with AIPs and the academics who implement them, with an added interest in courses which have a practicum component. This thesis set out to understand Western's policies and procedures together with the relevant legislation and education standards, and identify any anomalies pertaining to participation for higher education students with disability. It set out to explore the student and academic participants' perceptions and lived experiences with the implementation of AIPs at Western. The thesis aimed to identify opportunities to influence equitable access and participation for students with disability. The epistemological lens was constructivism and meaning-making, and this qualitative research was theoretically based on a human rights and social justice framework; drawing primarily on Theresia Degener's (2017b) human rights model of disability and Nancy Fraser's (1996, 2005) tripartite model of social justice. The research design incorporated a phemenological case study methodology; the data collection instruments included questionnaires, semi-structured interviews and relevant key documents; and the data analysis tools were critical reflexivity and thematic analysis. At times the student participants experienced inequitable participation due to systemic and procedural pressures, as well as physical and attitudinal barriers. Although Western complied with the global conventions and national guidelines by offering the provision of reasonable adjustments, equitable participation remained an aspirational ideal. Tensions existed between AIPs being primarily constructed through an individual/medicalised perspective of disability via reasonable adjustment plans; and constructing participation on a universal/human rights approach, in so doing offering reasonable adjustments to fill specific needs. Participation was understood by the academics and students more through a legal framework and less through a human rights approach. Academic inclusion is reliant on inclusion being successful on campus, at practicums and in the wider society. When viewed through a Fraserian (1996, 2005) lens of affirmative and transformative, affirmative interventions alone, which offer reasonable adjustments for students to fit within the existing system, do not dismantle attitudinal barriers. Alternatively, transformative strategies which focus on achieving a socially just society (where all really does mean all), may help to dissipate discriminatory behaviour towards students with disability. Promoting human rights education including disability diversity awareness and acceptance, embraces the belief that all students have the potential to learn, thrive and succeed. Likewise, treating all students with respect, kindness and dignity are good places to start.

Date of Award	2019
Original language	English