In the provided video reference, Ade Adepitan talks about how disability and race intersect, particularly in relation to opportunity and systemic inequality. He connects his experiences as a Paralympian with broader conversations about race and access, especially following the Black Lives Matter movement.
He describes disability through what feels very close to the social model, that it’s not just about impairment, but about the barriers society creates – especially around access and opportunity. At the same time, he makes it clear that race adds another layer to that experience. His point that
“if we give people the opportunity to shine, the sky’s the limit”
really stayed with me, because it shifts the focus away from limitation and towards systems and structures.
He uses the Paralympic movement as an example of what can happen when access is properly supported. But he also challenges us to think beyond sport, suggesting that the same logic should apply across education, work and society more broadly.
‘Look at what can be achieved when you look at the Paralympic movement – that opportunity should be given to everyone’.
Listening to the BBC Access All podcast (Episode 193, 2026) brought this into a more everyday context. Hearing young disabled people talk about education and employment felt more relevant.
One case was Niamh (17), who described finally getting a communication support worker after having to fight for it. She talked about how exhausting school had been before that support -how she couldn’t always process information because she was so tired. She describes how much difference the right adjustment made, not just academically, but in her ability to actually participate in learning.
Another example was Izemrasen (27), who was told they were rejected from a job because their hearing was considered a “health and safety issue.” That felt like a very blunt example of how disability is still often misunderstood in professional contexts, and how quickly it can become a barrier to opportunity and an easy example of marginalisation.
At the same time, Seren’s experience felt more hopeful. She described a workplace where adjustments were implemented immediately, and where support systems were already in place. It made me think about how much difference institutional attitude makes – sometimes more than policy itself.
Across all of these stories, what was clear was how inconsistent support is. It often sounds like disabled people have to advocate, explain, and justify access repeatedly, rather than it being built into systems from the start.
On a personal level, this topic connects quite closely to my own experiences. I struggled in higher education earlier in life and eventually left two universities due to poor mental health and lack of support. At the time, I genuinely felt like university wasn’t designed for me. Looking back, I still wonder how much of that was about the environment being disabling, rather than anything individual.
My understanding of disability has also been shaped by growing up with my mother, who used a wheelchair. As a child, that just felt like normal life, but in hindsight I can see how many barriers she had to navigate – physically, socially and emotionally. The social model of disability wasn’t something I learned at the time, but something I witnessed constantly, especially when we were in unfamiliar or new places.
That said, I’m also aware that my understanding is still shaped mostly by experiences of the physical disability that my mother had. Listening to the podcast made me think more about other, invisible disabilities and how different those experiences can be, especially around fatigue, communication, mental health and cognition.
What I’m taking from these examples is how uneven access still is, and how much difference the right support and attitudes can make. It also makes me more aware that disability isn’t a single, fixed experience – it changes depending on context, environment and the systems around a person. I’m still developing my understanding of inclusive practice, particularly beyond physical disability, and this feels like an ongoing area of learning for me
References
Adepitan, A. (2020) Ade Adepitan gives explanation of systemic racism. Available at: https://www.youtube.com/watch?v=KAsxndpgagU (Accessed: 22 May 2026).
BBC (2026) Access All – Disability News & Mental Health: What does 2026 mean if you’re young and disabled? (Episode 193). Presented by Emma Tracey. Available at: https://www.bbc.co.uk/accessall (Accessed: 22 May 2026).
You consider the nuances and variations of how a disabling environment can affect different experiences of disability with insight and clarity. It’s clear to see that you’ve experienced the restrictions the university can have upon it’s learners first hand. I would be interested in knowing how your lived experience of this affects or informs your teaching today. What forms of support would have helped you when you were a student? What would a university designed for you look/feel/be like? Does your experience of leaving University intersect with any other aspects of your experience/identity? I’d be interested in knowing for myself as well, the differences in how physical and mental health accommodations differ within UAL. Have you encountered any colleagues or students within your teaching environment that have experience of invisible disabilities? Are there any accommodations in place within your context that you’re aware of?