Ei-iE

Disability should not be viewed as an inherent trait of an individual but as a result of societal barriers that prevent full participation. These barriers, both physical and attitudinal, often limit opportunities for individuals with disabilities, especially within educational settings. How we approach disability impacts inclusivity, independence, and quality of life for countless individuals.

Trade unions representing teachers and education support personnel need to champion a new, inclusive model that actively breaks down these barriers.

For too long, society has focused on what is 'wrong' with the individual rather than addressing the barriers that prevent them from thriving. This traditional, medical-based view emphasises a person’s limitations rather than their needs, fostering low expectations and leading to a loss of choice and control. By adopting a social model, trade unions can shift the focus to barriers themselves, challenging outdated views and prejudices to create an inclusive environment where everyone can flourish. Disability is not solely about an individual’s impairment but is profoundly shaped by societal factors that education unions can help address.

The are a number of core principles for ensuring an inclusive environment:

• Focus on removing barriers: Inaccessible infrastructure, discriminatory practices, and negative attitudes restrict individuals with disabilities. To foster inclusivity, we must prioritise identifying and removing these barriers. Schools and workplaces need accessible toilets, entrances, and adaptable resources, while society needs to shift its perspective to focus on capabilities rather than limitations.
• Promoting accessibility: Accessibility is more than just making physical spaces navigable; it includes providing essential tools, assistive technology, and reasonable adjustments to ensure individuals with disabilities can fully participate in their education and work. Every student and teacher deserves access to an environment that enables them to reach their full potential, and trade unions play a key role in advocating for these resources.
• Empowerment and participation: Individuals with disabilities should have a voice in decisions that affect their lives. Their unique perspectives and lived experiences are invaluable in shaping policies and programmes aimed at fostering inclusivity and accessibility. Trade unions can be instrumental in ensuring their members with disabilities have this influence, both in workplace policies and union-led initiatives.
• Recognition of diversity: Disability intersects with many facets of identity, including race, gender, sexuality, and socioeconomic status. Education unions must adopt an intersectional approach to inclusivity, addressing the multiple, layered forms of discrimination that individuals with disabilities from marginalised communities may face. Recognising and addressing this diversity ensures that all members feel represented.
• Education, Awareness, and Training: Promoting inclusivity through education and training is essential. Awareness campaigns and inclusivity training can help to dismantle stereotypes and combat stigma. By fostering a culture of acceptance, unions can help create educational environments that support everyone’s right to participate equally.

Inclusive learning environments rely on adequate public funding and professional development for educators and support staff. Unions should advocate for schools to be equipped with multi-professional teams, trained teachers, and support personnel with secure contracts and competitive salaries. This also includes providing assistive technologies and reasonable adjustments to facilitate full participation.

By equipping educators and support staff with the skills they need, unions can foster supportive learning spaces for students with diverse needs. Training enables education personnel to understand and effectively address the barriers faced by individuals with disabilities.

Education trade unions have a powerful role to play in advancing inclusivity by promoting and supporting the social model of disability. By advocating for this approach within the education sector, unions can help create environments where all individuals—regardless of their abilities—can fully participate and thrive.

Creating inclusive educational spaces is not just about physical accessibility; it is about challenging attitudes, breaking down societal barriers, and championing policies that promote equality and empowerment for individuals with disabilities. When trade unions shift the focus from “what’s wrong” to “what needs to change,” they contribute to a truly inclusive environment that celebrates diversity and enables everyone to achieve their potential.