Disabled student ambassadors promote inclusion in Norwegian higher education: building competencies and strategies for the future

Abstract

Disabled students encounter complex barriers to participation and inclusion throughout higher education and face challenges transitioning into employment. This study has engaged eight disabled university students in participatory action research. The students, in collaboration with university researchers and staff, have developed and implemented actions at a Norwegian university. The study aimed to explore the students’ experiences of being ambassadors to promote inclusion. Data were generated through participatory observation with field notes during actions, sound recordings of reflection meetings, and a focus group dis­cussion. A reflexive thematic analysis resulted in the construction of four themes: confronting and overcoming the challenges, adding value and being a resource, building strategies to control stigma, and translating knowledge and actions towards inclusion. The results demonstrate the individual and societal value of including student voices to change for more inclusive practices, where disabled students are empowered and build competencies and strategies for the future.