Table of Contents

PART 1 WHAT IS THE ISSUE WITH DISABLED STUDENTS’ LEARNING? 1. Introduction PART 2: WHAT OUR RESEARCH STUDY TELLS US 2. Managerialism and equalities: tensions within widening access policy and practice for disabled students in UK universities 3. Listening to disabled students on teaching, learning and reasonable adjustments 4. Assessing disabled students: student and staff experiences of reasonable adjustments 5. Curriculum and pedagogy: challenges and dilemmas for teaching staff 6. Identity work: ways of being a disabled student in higher education 7. The idea of fitness to practise: discourses of disability and the negotiation of identity in initial teacher training 8. Troublesome transitions? Disabled students’ entry into and journey through higher education 9. Organizational structures for disability support: contradictions as catalysts for change PART 3: WHAT ARE THE IMPLICATIONS OF OUR STUDY OF DISABLED STUDENTS’ EXPERIENCES? 10. Reflections and conclusions