Reflecting on the Experiences and Entitlements of Postgraduate Disabled Adult Learners in Developing Inclusive Support Plans: Personal, Engaging, and Adaptable Services

There are just over 145,000 disabled students studying in the United Kingdom, 42,000 are postgraduate and nearly 4000 postgraduate research. For each student, they will have a personal combination of factors that combine with their disability. The chapter begins with a personal and professional reflection on being a disabled postgraduate student and academic as well as reflection on policy and practice over the past thirty years. Next, the chapter highlights the ‘definitional riddles’ and discusses the nuance of the labels used to define our postgraduate disabled adult learners and how these can shape the support students receive. Using the Disabled Students’ Commission Commitment (2023) with its student lifecycle approach, the chapter explores six common issues raised by postgraduate disabled adult learners. The common concerns and practical suggestions relate to three vignettes and focus on disclosure, learning support plans, and the supervisory relationship. The chapter concludes with a key message that inclusive practices are necessary if we are to meet students’ entitlement to personal, engaging, and adaptable services.