Implementing disability policy in teaching and learning contexts – shop floor constructivism or street level bureaucracy?

  • Mike Wray, Ann-Marie Houghton
  • Teaching in Higher Education, June 2018, Taylor & Francis
  • DOI: 10.1080/13562517.2018.1491838

Academic staff responses to equality policies in teaching and learning

What is it about?

There are a number of policies relating to equality which universities must abide by, but how do teaching staff respond to these? The study described in this paper examined what lecturers and other staff say about how they support disabled students in the classroom. We found that staff in universities are positive about supporting disabled students but their responses were often not aligned with policies.

Why is it important?

This study is important at the moment (2018) in the UK because the government has made significant cuts to grants which are paid to disabled students. We found that staff in universities have the freedom to improvise their approaches to how they go about supporting disabled students. These approaches were not affected by outside demands such as the market agenda which is said to influence teachers in other areas of education.

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The following have contributed to this page: Mike WRAY