What the data is telling us

Globally the World Health Organization (2023) estimate that 1.3 billion people experience disability, this represents 16% of the worlds population or 1 in 6 of us.¹
The data here in the UK is quite different with the Department for Work and Pensions estimating that 16.1 million people in the UK had a disability in 2022/23, which represents 24% of the total population.²
Not all disabilities are visible, with an estimated 70-80% of disabilities being invisible. There are a range of conditions and impairments which are not always visible to others.³

Look beyond what’s visible — someone in your group may have an invisible disability. — Image credit: Falmouth University

Chapman University in 2016 describe diversity and inclusion as:

“ An all-encompassing term that includes social identities such as race, ethnicity, age, gender, sexuality and disability. Apart from these common examples it also includes parental status, educational background, religion, socio-economic status, geography region, military affiliation, marital status, genetic information, citizenship status and much more”⁴

If we take a broader view of diversity and inclusion and we design out any unnecessary barriers that make it harder to engage and take part in learning, we know this will benefit all our students regardless of their disability or social identity.

In the images below you can see our two apple pickers collecting fruit. In the equality image both apple pickers have been given the same equipment to complete the task providing equal resources for the task. Despite being given the same equipment one of the apple pickers is unable to participate as they cannot reach the fruit. In the equity image our apple pickers have been provided with different equipment enabling them both to complete the task, providing equity for our fruit pickers. In the accessibility image a rope has been used to enable the branches to be pulled to a lower level so both fruit pickers can access the fruit. This image represents making an adjustment that works for all the participants picking apples.

a cartoon of people picking apples from a tree and sharing the responsibility — Image source: Adapted from Equality, Equity and Justice Source: Tony Ruth from Maeda (2019)

Our students have shared their stories about the barriers they faced in accessing, participating, and engaging in education, and how online learning has helped remove those barriers.

Ali's Podcast: A Neurodivergent Perspective

Ali's Podcast: A Neurodivergent Perspective Slide Deck

Art and Resilience: Kylie Merrick’s Life as a Student and Parent

This article can be read in full at Falmouth University's Student Voices: Why I chose to study Fine Art online

In my personal life I work as a massage therapist and womb reiki specialist, along with seasonal cleaning jobs to make ends meet. I’m also a single parent, which is predominantly why I made the choice to study online. I have a very busy life and although I enjoyed in-person study during my BA with Falmouth, I knew it wasn’t sustainable in the long term. For me, studying online opens up worlds rather than the assumed isolation associated with online learning. I spend most of my time as a mother by myself and this way I can still be part of the world of academia and in the company of others equally enthusiastic about creativity, all while balancing family life. As a working-class artist myself I’m also a huge advocate of making education more accessible to the working class, which I believe this course achieves in its flexibility.

For me, studying online opens up worlds rather than the assumed isolation associated with online learning.

I access the learning materials when I’m at home at my own leisure, and I’ve personally found that I have been able to take more of the information onboard. There’s something undeniably comforting to sitting in your own nest with a cup of tea while you learn. The writing tasks set weekly are very manageable and if life becomes a little too ‘lifey’, I’ve never struggled to catch up. I was asked by another fine art graduate recently if I struggled with inspiration not being in a creative environment, but I have always preferred creating in my own space, so it’s a definite plus for the introverts out there. If you feel like you need inspiration from being around others, it’s still possible to connect with the local community and source your own collaborations when necessary.

Cody Murray: Education Beyond the Classroom

Cody Murray (Photography BA Online) explains why online learning suited their style of learning.

Access to Learning Content

In the design of our online learning content, we work with dedicated staff who design and review the accessibility of learning resources and work towards:

A consistent design of weekly content,
Students can download documents in alternative formats,
Students can engage with a range of learning activities on weekly topics,
Availability of 24-hour technical support,
Online availability of reading and resource lists.

Sources

World Health Organisation Website
Parliament Commons Library
UK Parliament Website
Chapman University, Diversity and Inclusion Strategic Plan 2016 as cited in Hoffman, Blessinger and Makhanya 2016 (pg5) Falmouth Library Resource