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Disability falls down the priority list within a competitive EDI agenda in higher education in Ireland (Rath, 2021). This occurs within the context of a changed landscape in relation to policy and legislation around the employment of and equity of opportunity for marginalised groups in HE, which, to date, has taken a particular focus on gender equality, e.g. Athena SWAN. This has been driven by changes in legislation and policy. However, disabled people are under-employed and most at risk of poverty (Central Statistics Office [CSO], 2024), face barriers to postgraduate studies (Association for Higher Education Access & Disability [AHEAD], 2023) and subsequent employment in higher education institutions as academics or professional staff (Leeson & van den Bogaerde, 2020; Sheikh et al., 2021; Trinity College Dublin Forum for Disabled Staff and Postgraduate Students [TCD Forum], 2021). In this chapter, where writing is led by disabled researchers, we reflect on the policy landscape that has underpinned a significant increase in participation in higher education by students with disabilities over the past twenty years. We consider the need to diversify the higher education workforce, building on progress we have seen with respect to the student population. We also note the limited data available at present to help us benchmark and understand the landscape as fully as we would like. Crucially, we see disability as an intersectional issue, noting ways in which intersectionality impacts on participation in HEIs for disabled people. For those who are studying and/or working in our HEIs, there are still challenges that persist—we present three case studies that illustrate approaches to identifying systemic barriers within one HEI, Trinity College Dublin, to supporting students towards employment via an in-house internship programme, opening with a presentation of one woman’s experience of navigating the academic system. Finally, we present some recommendations for further change and demonstrate that authentic understanding of the lived experience contributes positively to the development of effective policy in relation to disabled staff (TCD Forum, 2021).

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Transforming the Equality, Diversity and Inclusion Agenda: Including Disability as an Intersectional Consideration

  • 章节

  • 出版模式：

    开放获取

  • 发表日期：

    2025年

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  • Patricia McCarthy,
  • David Loughrey,
  • Vivian Rath,
  • Declan Treanor,
  • Lorraine Leeson

摘要

Disability falls down the priority list within a competitive EDI agenda in higher education in Ireland (Rath, 2021). This occurs within the context of a changed landscape in relation to policy and legislation around the employment of and equity of opportunity for marginalised groups in HE, which, to date, has taken a particular focus on gender equality, e.g. Athena SWAN. This has been driven by changes in legislation and policy. However, disabled people are under-employed and most at risk of poverty (Central Statistics Office [CSO], 2024), face barriers to postgraduate studies (Association for Higher Education Access & Disability [AHEAD], 2023) and subsequent employment in higher education institutions as academics or professional staff (Leeson & van den Bogaerde, 2020; Sheikh et al., 2021; Trinity College Dublin Forum for Disabled Staff and Postgraduate Students [TCD Forum], 2021). In this chapter, where writing is led by disabled researchers, we reflect on the policy landscape that has underpinned a significant increase in participation in higher education by students with disabilities over the past twenty years. We consider the need to diversify the higher education workforce, building on progress we have seen with respect to the student population. We also note the limited data available at present to help us benchmark and understand the landscape as fully as we would like. Crucially, we see disability as an intersectional issue, noting ways in which intersectionality impacts on participation in HEIs for disabled people. For those who are studying and/or working in our HEIs, there are still challenges that persist—we present three case studies that illustrate approaches to identifying systemic barriers within one HEI, Trinity College Dublin, to supporting students towards employment via an in-house internship programme, opening with a presentation of one woman’s experience of navigating the academic system. Finally, we present some recommendations for further change and demonstrate that authentic understanding of the lived experience contributes positively to the development of effective policy in relation to disabled staff (TCD Forum, 2021).