An Institutional Response to Equality and Inclusion

Abstract

In the opening chapter evidence from Mal Leicester and Tessa Lovell (1994) highlighted that higher education institutions failed to understand disability in terms of inequality and oppression. If, as argued by disabled activists and academics in disability studies the dominant view of disability is based on meeting individual need with inability stemming from an individual’s impairment (Barnes, 1991; Finkelstein, 1993; Drake, 1999; Oliver, 2009; Oliver & Barnes, 2012), then disability will not be viewed in terms of inequality and oppression within higher education.