This article explores the portrayal of disability through the Disability Service web pages of Welsh universities, to understand their potential impression on disabled applicants. The method of Qualitative Content Analysis enables consideration of multiple components including use of language, terminology and photography, as well as discussion of academic, cultural, social and logistical aspects of student life. The development of a primarily concept-driven coding frame enables consideration of the absence of certain criteria as well as the frequency and prominence of others. The ensuing discussion considers, from a Critical Disability Studies perspective, the sector’s portrayal of the construct of disability. This study proposes a call to action to challenge deficit-based interpretations of disability and advocates an affirmative stance towards disability in higher education policy and practice.
Original languageEnglish
Number of pages34
Issue number1
JournalLearning and Teaching: International Journal of Higher Education in the Social Sciences
Publication statusPublished - 6 May 2021

    Research areas

  • ableism, access, applicant, disability, equality, higher education, universal design for learning (UDL)

ID: 3832851