I am a disable, middle age, Japanese, married man who studied Fine Art in both Japan and UK, and these aspects of my positionality intersect and shape how experience teaching and learning environment.
From reviewing interviews and short films by disabled individuals, as well as reflecting on my own experience, I strongly agree that environments can disable people. Many individuals are not inherently “disabled” in all contexts; rather, they become disabled when environments are not designed to support their needs
This idea is reflected in several of the interviews, where participants describe how barriers in public or institutional spaces—such as inaccessible buildings or inflexible schedules—limit their participation. These barriers often intersect with other aspects of identity. For instance, individuals from lower socioeconomic backgrounds may have limit financial support to come to a campus more than 2 days per week, and access to supportive resources, while those who are non-native speakers may face additional communication challenges.
From a teaching perspective, this highlights the importance of removing barriers to learning. For example I have a mic and speaker in my classroom after students pointed out that sometimes my voice was too quiet (I have a half deaf and sometimes I don’t know how loud I’m speaking). It is also important to face students while I deliver because, I also rely on lip reading. Same goes to keeping the classroom quiet. Not everyone like to speak up in a classroom. Some students struggle having a group discussion in loud environment too. Providing clear instruction is important for not only international students but also for dyslexic students. Offering materials in multiple formats, allowing extra processing time, and ensuring physical accessibility—can significantly improve students’ experiences. These changes do not lower academic standards; rather, they create a more inclusive environment where all students have the opportunity to succeed.
However, parity and equality often come to my mind. I must offer same amount of hours for tutorial if I wanted to support a student who having problems learning.
Overall, both the interviews and my own experience reinforce the idea that disability is not only a personal condition but also a result of environmental design. By recognising this, educators can take practical steps to reduce barriers and support diverse learners more effectively.
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