ABSTRACT
This chapter presents practical measures and a consideration of wider learning and teaching issues to support disabled students. It is contextualised within an innovative context of a consortium of eight small specialist performing and creative arts institutions. In particular, it considers what ‘value-added’ can be achieved through an alternative model of inter-organisational collaboration for improving provision for disabled students in small/specialist institutions, and what it means when ‘inclusivity’ does not count growth in student numbers as one of its primary strategic drivers. For specialist institutions ‘being inclusive’ relates to increasing opportunity and fair access to excellence and specialism and ensuring that when students are on its programmes, retention is good and individual potential is achieved.
