This page contains a list of links to resources related to disability at Newcastle University.<\/p>\n\n\n\n
We’re working on organising it; for now it’s a list of links in rough categories.<\/p>\n\n\n\n
If you have a suggestion for a link that could go here, please email us<\/a>.<\/p>\n\n\n\n Students can access support through:<\/p>\n\n\n\n Understanding accessibility requirements for public sector bodies<\/a> – gov.uk<\/p>\n\n\n\n University policies and guidance are stored on sharepoint (NU Connect):<\/p>\n\n\n\n The following courses are listed on the LMS: (last updated 2024-02-07)<\/em><\/p>\n\n\n\n What is disability?<\/a><\/p>\n\n\n\n Disability discrimination<\/a><\/p>\n\n\n\n Reasonable adjustments<\/a><\/p>\n\n\n\n Understanding and Supporting our Neurodiverse Colleagues (for Line Managers)<\/a><\/p>\n\n\n\n Understanding and Supporting our Neurodiverse Colleagues (for everyone else)<\/a><\/p>\n\n\n\n There is a self-enrolment course on Canvas, Accessibility in Practice<\/a><\/em>.<\/p>\n\n\n\n Disability inclusion<\/a><\/p>\n\n\n\n The EDI toolkit contains some pages related to disability:<\/p>\n\n\n\n There’s lots on Sharepoint (NU Connect), which is hard to search for. The following links will only work for Newcastle University members of staff.<\/p>\n\n\n\n Supportive practice tool<\/a><\/p>\n\n\n\n Disability support<\/a><\/p>\n\n\n\n How to access disability support<\/a><\/p>\n\n\n\n NUSU disability, mental health and neurodiversity society<\/a><\/p>\n\n\n\n Many of these resources were collected by Milena Gama Dos Reis Fagundes in 2023.<\/p>\n\n\n\n The social model of disability<\/a><\/p>\n\n\n\n What is Universal Design?<\/a><\/p>\n\n\n\n What\u2019s spoon theory? The metaphor helping people with chronic illnesses and disabilities plan their days<\/a><\/p>\n\n\n\n Creating a Culture of Accessibility in the Sciences<\/a>. <\/p>\n\n\n\n This book provides insights and advice on integrating students with disabilities into the STEM fields. Each chapter features research and best practices that are interwoven with experiential narratives. <\/p>\n\n\n\n Ableism in academia: where are the disabled and ill academics?<\/a><\/p>\n\n\n\n This article explores some of these issues in the context of higher education institutions in the United Kingdom. We draw on our research and our experiences as speakers regarding ableism in academia to provide food for thought, stimulate a debate and raise awareness of those academics experiencing chronic illness, disability or neurodiversity, whose voices are not heard. <\/p>\n\n\n\n Lived Experiences of Ableism in Academia: Strategies for Inclusion in Higher Education<\/a>.<\/p>\n\n\n\n This important and eye-opening collection explores ableism in academia from the viewpoint of academics\u2019 personal and professional experiences and scholarship. Through the theoretical lenses of autobiography, auto ethnography, embodiment, body work and emotional labour, contributors from the UK, Canada and the US present insightful, critical, analytical and rigorous explorations of being \u2018othered\u2019 in academia. <\/p>\n\n\n\n Academia needs to talk about \u2018invisible\u2019 disabilities<\/a>.<\/p>\n\n\n\n Extraordinary demand for a conference on how universities support staff with invisible disabilities highlights how ableism remains widespread in academia, argue Jennifer Leigh and Nicole Brown. <\/p>\n\n\n\n Science diversified: Tackling an \u2018ableist\u2019 culture in research<\/a>.<\/p>\n\n\n\n Two researchers with disabilities describe an \u2018ableist\u2019 culture in academia, a system designed for fully fit and healthy people that does little to account for those who fall outside those parameters. <\/p>\n\n\n\n Reporting from the Margins: Disabled Academics Reflections on Higher Education.<\/a><\/p>\n\n\n\n This article is rooted in the narratives of four disabled people with obvious impairments within higher education institutions (HEI). Their lived experiences highlight how the adoption of the neoliberal agenda by HEIs has ensured the continued exclusion of disabled academics. <\/p>\n\n\n\n Disabled in academia: to be or not to be, that is the question<\/a>.<\/p>\n\n\n\n The authors discuss the importance of not only normalizing varying abilities, but embracing and valuing the diversity and contributions that individuals with disabilities bring to the academic environment. <\/p>\n\n\n\n Invisible No More<\/a>.<\/p>\n\n\n\n A blog on supporting students with invisible disabilities. <\/p>\n\n\n\n Ableism in Academia: Theorising experiences of disabilities and chronic illnesses in higher education<\/a>.<\/p>\n\n\n\n A book that provides an interdisciplinary outlook on ableism that is currently missing. Through reporting research data and exploring personal experiences, the contributors theorise and conceptualise what it means to be\/work outside the stereotypical norm. <\/p>\n\n\n\n Excluded from the lab<\/a>.<\/p>\n\n\n\n An opinion piece on how inaccessibility continues to push disabled scientists out of science. <\/p>\n\n\n\n How to Be a Better Ally, With Disability Advocate Alice Wong<\/a>.<\/p>\n\n\n\n A podcast on disability rights and how to be a better ally. <\/p>\n\n\n\n Academic, Activist, or Advocate? Angry, Entangled, and Emerging: A Critical Reflection on Autism Knowledge Production<\/a>.<\/p>\n\n\n\n A piece about how autistic people are treated in the process of knowledge creation. <\/p>\n\n\n\n \u201cBut you don\u2019t look disabled\u201d \u2013 Invisible disabilities, disclosure and being an \u2018insider\u2019 in disability research and \u2018other\u2019 in the disability movement and academia<\/a>.<\/p>\n\n\n\n Academic Ableism: Disability and Higher Education<\/a>.<\/p>\n\n\n\n A book that brings together disability studies and institutional critique to recognize the ways that disability is composed in and by higher education, and rewrites the spaces, times, and economies of disability in higher education to place disability front and centre. <\/p>\n\n\n\n Disability as Diversity.<\/a> <\/p>\n\n\n\n An article in Inside Higher Ed.<\/p>\n\n\n\n Colleges and universities are making progress on efforts to serve disabled students, but some advocates and scholars say higher ed has been slow to recognize disability as an identity group or include it in programming around diversity and inclusion.<\/p>\n<\/blockquote>\n\n\n\n Neurodiversity in higher education: a narrative synthesis<\/a>.<\/p>\n\n\n\n This narrative synthesis draws together a corpus of international literature on how neurodiverse students experience higher education and the ways in which higher education institutions respond to the cluster of neurodiverse conditions. <\/p>\n\n\n\n How Neurodivergent Students Are Getting Through the Pandemic<\/a>.<\/p>\n\n\n\n Students with anxiety disorders, autism and other disabilities are struggling with the disruption of their normal routines after the move to remote education. <\/p>\n\n\n\n Student experiences of neurodiversity in higher education: insights from the BRAINHE project.<\/a><\/p>\n\n\n\n This qualitative study explored the experiences of 27 current and previous students with a range of specific LDs by means of semi-structured interviews, using a thematic approach. The findings revealed that participants shared many life experiences and preferences for learning irrespective of their type of LD. <\/p>\n\n\n\n Disabled in Grad School: I, Too, Dread the Accommodations Talk<\/a>. This post is part of a series about being disabled at university, with a focus on graduate school: problems we encounter, how we deal with them, and what you can do that will make things easier for fellow graduate students with disabilities. <\/p>\n\n\n\n Our Disabilities Have Made Us Better Scientists<\/a>. <\/p>\n\n\n\n The Adjusted PhD: What Accommodations Work(ed) for You?<\/a> <\/p>\n\n\n\n Guidance for Viva examination of Autistic\/neurodivergent PhD Students<\/a>. <\/p>\n\n\n\n Intersectionality, Disability, and UDL<\/a>.<\/p>\n\n\n\n Understanding the interaction of competence standards and reasonable adjustments.<\/a><\/p>\n\n\n\n The guidance will be of use to all staff involved in developing and assessing competence standards. This includes course directors, course programme managers, course tutors, departmental disability representatives, external examiners, disability services staff, inclusive practice managers, placement tutors, placement mentors, admissions staff, and marketing and recruitment staff. <\/p>\n\n\n\n Intersectionality: A pathway towards inclusive education?<\/a><\/p>\n\n\n\n This article aligns with recent international approaches to inclusive education and argues for a broadened understanding of the term, specifically in the context of Austria, which currently focuses only on children with disabilities. <\/p>\n\n\n\n Guidance: Designing Learning for Autistic and Neurodiverse Students<\/a>.<\/p>\n\n\n\n Collaboratively created guidance from the OpenTEL. <\/p>\n\n\n\n University Reasonable Adjustments<\/a>.<\/p>\n\n\n\n This site forms part of So, You\u2019re Autistic (SYA)? at the University of Kent, a support programme teaching those with a diagnosis, awaiting a diagnosis, or self-diagnosed. <\/p>\n\n\n\n Advising neurodiverse thesis and dissertation students<\/a>.<\/p>\n\n\n\n These thoughts intend to help faculty think accurately, compassionately, and helpfully about their students who have learning and other differences. <\/p>\n\n\n\n Top 5 autism tips: autistic students at university<\/a>.<\/p>\n\n\n\n Tips for university lecturers supporting autistic students. <\/p>\n\n\n\n What I wish you knew<\/a>.<\/p>\n\n\n\n A guide for staff from autistic students. <\/p>\n\n\n\n Examining intellectual prowess, not social difference: Removing barriers from the doctoral viva for autistic candidates<\/a>.<\/p>\n\n\n\n This article presents a set of reasonable adjustments designed to remove social barriers from the existing viva process for the benefit of autistic doctoral viva candidates. <\/p>\n\n\n\nContents<\/h2>\n\n\n\n
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Support<\/h2>\n\n\n\n
For staff and postgraduate researchers<\/h3>\n\n\n\n
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Students<\/h3>\n\n\n\n
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For staff<\/h3>\n\n\n\n
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For staff<\/h3>\n\n\n\n
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For students<\/h3>\n\n\n\n
\n\n\n\nLearn about disability topics<\/h2>\n\n\n\n
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Generic resources about disability<\/h3>\n\n\n\n
Resources about disability in higher education<\/h3>\n\n\n\n
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Resources about neurodiversity<\/h3>\n\n\n\n
Resources for Postgraduate Researchers<\/h3>\n\n\n\n
Teaching and learning resources<\/h3>\n\n\n\n