Thank you to everyone who has contributed articles to this edition of the Journal of Inclusive Practice in Further and Higher Education. Once again the quality of the pieces is to be commended and range from hate crime to existential considerations of disability. Submissions with such a high level of academic content will, I am sure, help to enhance the reputation of the journal as we progress. I apologise to all the submitters for the lengthy delay in publication but hope that the editorial board can be forgiven as we offer our time on a voluntary basis.

In this edition Pritchard’s article highlights a problem which seems to be unconscionably prevalent in society. Hate crimes against disabled people are well documented and there have been recent welcome moves by the legal professions to tackle these issues. Pritchard discusses the links between dwarfism, hate crime and vulnerability and offers suggestions for disability practitioners in education. I am left wondering if we do enough to stop bullying from occurring and how much we create an open atmosphere in our organisations so that students feel able to come forward for support.

In higher education in the UK, dyslexia and other specific learning difficulties, are by far the most statistically recorded group of disabled students and it is no surprise that we have published three articles on this subject. Green highlights the difficult area, both for students and staff, of how to handle disclosure in placement settings. Students are left with a dilemma about disclosing as they fear discrimination but if they do not disclose, any difficulties which arise cannot be ‘adjusted’ for. Assessment of specific learning difficulties (SpLD) is the topic of the two other articles submitted in this area. Smythe presents an extremely welcome international dimension to the journal. Alongside, the differences in educational systems he highlights the problems with culturally specific assessment tools but provides suggestions for ways ahead in his own country of South Africa. Thomas et al examine the notion of executive functioning (EF) and the role it could play in helping assessment and diagnosis of SpLDs. They also point out that because EF is a more global category of cognitive functioning and there are potential overlaps between SpLDs, it could be used in more inclusive discussions of support which might be provided to all students.

Cameron’s plea for us to reject the ways in which others construct meanings of the experiences of disabled people is apposite in the current UK context. In doing so we might find a way of living with the absurd but at the same time re-define others’ responses. In times of major policy changes it can feel like we are working with absurd decisions which define the approach we take to our work. Recent announcements by Government in the UK have suggested that the main funding source for the support of disabled students in HE will be removed. We can define this as a major threat or embrace it as an opportunity to drive forward inclusive practice. I just wish I did not feel like I was looking into the existential chasm as often as I do at the moment!

Lastly, I wanted to say thank you to Nicki Martin for submitting such a personal piece on the support she received during the loss of her son. The thoughts of myself and everyone involved with NADP are with you, as always.

Mike Wray
Co-Editor

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