There is a severe paucity of research undertaken with respect to the experience of disabled teachers in England. This project examines, from the disabled teachers’ perspectives, enabling levers and barriers in the system. We aim to understand how schools enact legal requirements around making reasonable adjustments in order to enable a person to undertake their job, such as auxiliary aids. Understanding the relationship between disability, teaching identity and practice is also important and we seek to understand some of the ways in which disabled teachers perceive themselves to be positioned by colleagues and students.
Funding body: University of Cambridge