Disability evidence review with TASO

This evidence review explores what works to reduce equality gaps for disabled students in higher education (HE) through an extensive systematic review of the academic literature, engagement with expert stakeholders, and analysis of institutional data. Disability inclusion (DI), the extent to which higher education providers (HEPs) support disabled students' equal access to university and equal opportunities to do well compared to their non-disabled peers (Evans and Zhu, 2022), was examined through the analysis of 491 academic articles (n=408) and reports (n=83), a review of a representative sample of English [higher education institution] HEI and College institutional Access and Participation Plans (APPs) (n = 68), and consultation with expert stakeholders (n= 53).

Section 1 provides the overview of key findings. Section 2 introduces the context of DI in higher education. In Section 3 the evidence review methodology is outlined (further information on the technical details of the review are located in Appendix 1). Section 4 outlines DI findings from the literature. Section 5 identifies the 12 key DI themes derived from the combined data sources (see also Appendix 2) and provides evidence to support the efficacy of different approaches to DI. Section 6 draws on access and participation plan (APP) data to explore the nature of DI in the context of English Higher Education Providers (HEPs), with Appendix 3 providing a focused examination of APPs across the student lifecycle, and identifying research and practice gaps. Section 7 utilises findings from stakeholder interviews to substantiate the 12 identified core DI themes. Section 8 considers implications of the review findings for research and practice and provides recommendations in moving DI in higher education forward.

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