UK Disability History Month: 18 November – 18 December 2021

UK Disability History Month (UKDHM) is an annual event which focuses on the history of the fight for equality and human rights for people with disabilities. 

The joint themes this year are:  

1) Disability and Hidden Impairment 

This theme is one that is important to us at the University of Reading. We use the term ‘Invisible Disabilities’ to describe those disabilities that are not externally apparent. We choose to use this term in recognition that ‘hidden’ may infer an element of choice in the hiding of one’s disabilities, when in fact the disability is invisible rather than consciously hidden. 

We use the Sunflower lanyard scheme, a global initiative aimed to support inclusive practices. Some people may wear a sunflower lanyard or badge to let others know that they have an invisible disability and may need additional support, time, or adjustments. If appropriate, you may sensitively ask if there is anything that you can do to support the individual wearing a sunflower lanyard/badge. Not everybody who has an invisible disability requires additional support and not everybody who requires additional support will wear a sunflower lanyard or badge, so it is important to be sensitive and not make assumptions. 

2) Disability, Sex and Relationships 

The second theme this UKDHM, is disability, sex and relationships. From practical considerations like how one finds out about the accessibility of a venue prior to a date, to fighting the effects of damaging false narratives established throughout history to desexualise people with disabilities, there are unique sex and relationship challenges that people with disabilities face. 

The Triple Cripples - Blog on dating explores some of the experiences unique to dating as a person with a disability. We will be exploring this theme in the Spring term and will host an event on these topics at that time.  

Why do we celebrate Disability History Month?  

We celebrate this month for multiple reasons:

• To honour and celebrate the lives and achievements of people with disabilities, now and in the past 
• Acknowledge and challenge ableism and past and present discrimination of people with disabilities 
• Work towards equality for people with disabilities 

What are we doing at the University of Reading to support staff who identify as disabled, neurodiverse, with a long-term health condition or a mental health condition?

Following on from their message on Wednesday 17 February, Professor Elizabeth McCrum (Pro-Vice-Chancellor & UEB Champion for Disability) and Dr Allán Laville (Dean for Diversity and Inclusion) shared further details on the plan ahead review for disability, neurodiversity and chronic illness. 

We held a Disability and Neurodiversity panel event over the summer, as part of the Disability and Neurodiversity review we are currently running. You can watch the recording here. 

Disability History Month Events

Across the University focus groups and 1:1 meetings have been held, engaging with staff in a multitude of roles, and representing a wide range of grades, functions, and schools. The review team are appreciative of every staff member who has shared their lived experience so far. We thank every person who has shared details of their lived experience, sometimes very personal, and sometimes distressing.  

With awareness and acknowledgement of the stigma that is still faced by those engaging with the review, we of course are keeping this information anonymous and confidential, though we would like to share with you some of the key points and themes that are arising from the listening exercises so far.   

Colleagues are welcoming the review as a sign that the University are having more open discussions about disability, neurodiversity, mental health conditions and long-term health but there is scope for work to be done to address systemic barriers and challenges Disabled staff are facing around work conditions and progression. There is recognition that terminology is an important aspect to consider in discussions around inclusive practices and especially around Disability. Not all colleagues self-identify with the term Disabled and there is acknowledgement that neurodiversity, mental health conditions and chronic illness need to be considered equally in workload and workplace adjustments. 

Colleagues have shared experiences and challenges of the recruitment and interview process. Considerations include more inclusive format of the application process, including opportunities for key questions to be shared in advance, and more focused support for candidates who disclose disability on application. 

Flexible working and trust (in the work ethos of Disabled colleagues) have been discussed extensively as well as the pivotal role that line managers play in such considerations and as a result the importance of them having clear understanding about identifying and addressing equality issues affecting Disabled staff. At the same time colleagues highlighted the importance of disability awareness training for all in order to address instances of ableism, harmful ‘banter’, misconceptions and stigma that is still associated with disability.

The listening exercises have also highlighted the need for further specialist IT support and reported physical access challenges across the University. 

Disability & Neurodiversity timeline  

Based on feedback from the Staff Disability Network and members of our disability community, the Disability & Neurodiversity Review team have included further opportunities for colleagues to share their lived work experiences. Throughout November and December 2021, colleagues can submit their views via an anonymous survey with a closing date of the Wednesday 15 December 2021. 

We are also completing stakeholder meetings on the core themes of:

<!--[if !supportLists]-->a)    <!--[endif]-->recruitment

b)    retention and representation

<!--[if !supportLists]-->c)     <!--[endif]-->staff experience and advancement

<!--[if !supportLists]-->d)    <!--[endif]-->culture

Due to further opportunities to provide lived experience, the review timeline is now as follows: 

The Staff Disability Network are also launching an anoymous survey to capture the experiences of PGR students who identify themselves as disabled, neurodiverse, with mental health conditions or chronic illnesses.