Building Access Routes into Blackstone’s Tower
Including Disability Perspectives in the Liberal Law School
DOI:
https://doi.org/10.14296/ac.v2i3.5306Abstract
Disability, and its relationship to and relative absence within the English university law school permeates Blackstone’s Tower, from Rutland’s rickety lift and law library filled with inaccessible print texts to the recognition that minority perspectives and ‘real-life’ applications of law are missing from the curriculum. This article explores the importance of mainstreaming disability within curriculum content and design, to ensure that staff and students receive the inclusive experience they are entitled to. It will also explore the need to support staff, both in understanding their roles in providing access and enabling staff and students with disabilities to disclose their disability status and access any support that they might need.
Keywords: disability law; liberal education; proactive critical citizenship; inclusive teaching.
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