Welcome to the 2025 edition of The Journal of Inclusive Practice in Further and Higher Education (JIPFHE)!

Once again excellent articles have been submitted which show the wide range of expertise embedded in the sector and the authors’ willingness to share their research and experience.  Several ideas and approaches are discussed which will set colleagues thinking and, possibly, lead to the incorporation of some of these ideas to further improve practice in their own institutions.  In many articles the basic principles which come to the fore will be familiar, for example, the need for appropriate and relevant support for both disabled students and staff.  Several articles suggest that processes and attitudes should genuinely foster the strengths of disabled colleagues and students because improvements for these groups will lead to the enrichment of the quality of teaching and learning for all in education. These ideas have underpinned much of the development of the FE and HE sectors for the last three decades.

The knowledge and value of the voice of the individual is illustrated in several articles in this year’s journal. It is important to listen to suggestions from disabled students and staff. There are ideas and suggestions here a plenty and they will not necessarily involve additional cost to implement in these cash-strapped times. Individual voices have the answers to many questions about the support and actions required in education; disabled students and staff achieve a great deal already, if the sector is listening and is willing to act, the views and thoughts expressed in these articles suggest they could achieve more.  Indeed, disabled staff and students have a legal right to support and inclusive environments.  The sector knows what needs to be done; surely, the way forward now is to ‘just do it’.

The Journal opens this year with a clear and lucid account from the Equality and Human Rights Commission on the case of the University of Bristol v Dr Robert Abrahart. Abigail Hamer’s article looks carefully at the case and the many important points arising from it.

We then move on to consider the use of reverse mentoring – where the student is the mentor and the member of staff the mentee.  Kate Newby and her co-authors detail the way in which this alternative perspective allows the reality of students’ experiences to come vividly to the fore when relationships are balanced in this way.  This process allowed staff to develop a deeper understanding of the various responsibilities and situations their students managed as they study. 

Ifigeneia Manitsa and her co-authors in a collaboration between four universities and a city council, write about a wide-ranging project in which they have been involved.  Their article details the outcomes of their research with visually impaired adults in higher education and puts forward recommendations which will improve support for their social and emotional well-being as well as furthering their inclusion in higher education.

An article from the United States sees Patricia Walsh and her co-authors discuss the merits of providing a personalised pathway for people who have a Traumatic Brain Injury to help them re-learn subjects and skills that they need to go to college. The fascinating insight into this work focuses on an individual case which leaves no doubt that this way forward is the correct one.  The student was empowered to tentatively, and then confidently, return to academic study.  Her support worker was able to use both her own life experiences and her professional qualifications to work with the student so that their goals were achieved. 

The next three articles focus on work with individuals who have autism.  Simon Segar and his co-authors summarise the work undertaken during a project with seven autistic students.  Their article maps the common issues and themes arising from the students’ carefully analysed experiences.  The findings from this work can be used to improve ‘the student experience’ at large and they point to the valuable contribution students can make to course design, pedagogic approaches and overall improvements to course delivery.

Claire Lawrence and her co-authors consider the experiences of an autistic student on a Maths Postgraduate Certificate in Education course.  By using visual metaphors the student analyses their feelings and experience on their school placement. As the final recommendation states ‘doing something differently can be to do it just as well and sometimes may be to do it even better.’

Brian Irvine and his co-author have undertaken research on autism mentoring, a role that has seen great growth and development over the last few years.  The research undertaken involved both mentors and mentees and finds that mentoring, important in the educational context, has wider benefits which promote change and self-determination for those involved. 

Christina Dawson and her co-authors look at the different models of support which are open to neurodivergent students at Cambridge University.  The finding that a move to the use of Universal Design for Learning (UDL) in teaching, combined with a hub and spoke approach to support, will not surprise colleagues.  The article makes it clear that support based in both the department and in a central support service will give the students the best of both worlds.  It is timely to have this corroborated as many institutions consider the structure of their support services.

By contrast, Aleksandra Podsiadlik has made a thorough review of qualitative literature which focuses on staff.  She pulls together the concerns of staff, their differing approaches to disclosure, and their experiences following the decisions they made.  Some staff chose not to disclose while others went ahead and did so.  Her conclusion stresses how important is it for staff to have environments where they feel comfortable to disclose and can access support if they want to do this.

The advent of Artificial Intelligence (AI) and GenAI is considered in the article by Lynne Beveridge and her co-author. As they point out, the use of these tools in education can be positive, particularly in making use of learning from lectures, notes and other educational materials which will help to remove barriers in these areas of study rather than focusing solely on their use in the production of assignments.

Victoria Williams has written a clear and lucid article which details the challenges with which Deaf students must contend throughout their education.  She makes a number of useful suggestions and recommendations which will help colleagues to review and improve their offerings to Deaf and hearing-impaired students from their provision of web-based information to arrangements for open days and graduation.

The last article is the latest advice and guidance note from NADP entitled: Supporting Students During Medication Shortages: Guidance for Higher Education Providers Advice on Medication.

Finally, it only remains for me to note that it has been a privilege to be the guest editor of the Journal as I come to the end of my term of office as a Director of the NADP.  As many of you will know, the Journal is the work of many colleagues on the Board and on the staff of the NADP.  Marissa Hill, the outgoing Chair of the Publication, Research and Ethics Standing Committee, has been unstinting in her support and generous with her time.  Thanks must go to my fellow Directors and members of the Editorial Board who have undertaken the review of articles alongside the pressures of their day jobs, namely: Marissa Hill, Gary McGladdery, Sharron Sturgess, and Helen Young; thanks, too, to the authors who were all appreciative of the time and care with which the reviews were undertaken and more thanks to the central NADP team, especially Amy Barker and Brigit Colclough, and all the colleagues involved in getting the Journal on to the website in a searchable format. 

All good wishes

Paula
Dr Paula B. Dobrowolski, NADP Board Director

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