Етичні принципи досліджень у галузі освіти, четверте видання (2018 р.)

Це четверте видання Етичних принципів досліджень у галузі освіти Британської асоціації дослідників...

Editorial: A new ecology of higher education: Disability, access, participation and belonging

A new ecology of higher education: Disability, access, participation and belonging

On 25 May 2022, Plymouth Institute of Education ran an international webinar, ‘Matters of “access” and “disability”: exploring and affecting systemic and cultural change in and for...

How might higher education providers make assessment more inclusive? The potential of Universal Design for Learning

A new ecology of higher education: Disability, access, participation and belonging

Covid-19 resulted in a major interruption to routine assessment custom and practice in higher education. This interruption has placed higher education providers (HEPs) at a crossroads where they...

Nothing about us without us: Urgent changes needed in HE inclusive practice to address widening participation failures

A new ecology of higher education: Disability, access, participation and belonging

Widening participation (WP) has been a dominant discourse in education policy for more than 20 years. Its original and continued core aim has been to improve higher education (HE) participation of...

Co-developing inclusive and accessible e-learning resources: Placing disabled and neurodiverse student voices at the centre of our practice

A new ecology of higher education: Disability, access, participation and belonging

What is required to support disabled and neurodiverse university students into meaningful, work-based opportunities? A consultation undertaken through the University of Plymouth’s Office for...

Disabled students’ allowance: Enabling through degrees?

A new ecology of higher education: Disability, access, participation and belonging

The disabled students’ allowance (DSA) is a grant designed to remove barriers and improve participation in higher education of students with disabilities. The objectives of the policy are...

The consequences of non-disclosure in higher education

A new ecology of higher education: Disability, access, participation and belonging

Many individuals who have a disability, chronic illness and/or neurodivergence can decide what they disclose, be that whether or not they share that information or how much detail they provide...

Creating the conditions for inclusion: How the Writing Café is facilitating accessibility for disability through mutuality and empowerment

A new ecology of higher education: Disability, access, participation and belonging

Within higher education (HE) there are specific power dynamics that can be attributed to institutionalised intersectional inequality (for example lecturer-student hierarchy, social class and...

Going back is not a choice: Lessons from the pandemic

A new ecology of higher education: Disability, access, participation and belonging

Over the past five academic years, the number of UK students with a declared disability has increased by 46 per cent, today making up almost one in five home students (OfS, 2022). This increase is...

A new ecology of higher education: Disability, access, participation and belonging

This special issue of the BERA Blog aims to push higher education towards a new ecology that embraces the values and voices of disabled students, and places inclusion and equity at the forefront...

BERA Brian Simon Fund

BERA is pleased to issue a call for applications for a new grants scheme supported by use of the Brian Simon fellowship fund. These grants are made possible due to a gift from the family of Brian...

Education: The State of the Discipline. Staff equality in UK higher education

An exploration of existing statistical data relating to staff equality in UK higher education