Disabled students’ issues are often assumed to fall primarily or exclusively within the realm of ‘welfare’; this assumption neglects an area that is often the most pivotal in defining disabled students’ experience of university. With disabled students making up at least 15% of the student body, educational policy and practice at all levels cannot afford to omit equality of education provision for disabled students from its core focus.

The ‘Substantial Disadvantage’ report emerged from an investigation into disabled students’ educational experience at Cambridge, as a groundbreaking evidence base, directing and focusing the material action necessary for the University to improve its provision of academic reasonable adjustments for disabled students. Its recommendations are playing a crucial part in forming and driving immediate strategy and practice in educational policy within the University.

Download the report here, or read it below.

A further ‘summary of findings’ report, detailing the outcomes of the Academic Reasonable Adjustments Forum which took place as a result of the ‘Substantial Disadvantage’ report, can be found here.

Substantial-Disadvantage-Report-on-Academic-Reasonable-Adjustments-web