Moving the Needle on Ableism: From Higher Education Access to Inclusion

Abstract

Legislation in recent decades, such as the Canadian Charter of Rights and Freedom (1982) and the Ontario Human Rights Code (1962), have increased access to postsecondary education for diverse student populations; however, many students still face identity-based marginalization. While safety and inclusion are presented as foundational for learning, the experiences of disabled students suggest a hostile environment where access does not equate to a sense of belonging and safety may not even be guaranteed. As students’ sense of belonging impacts their willingness to get involved at their institution, inclusion is critical to the success outcomes of students with disabilities. I argue that meaningful inclusion requires universal access and intentional opportunities for participation by people who are historically excluded on the basis of disability and other intersectional identities, which must be preceded by increased awareness of the issues facing these students and collaboration among institutional actors to address them.