ABSTRACT
This chapter explores some issues associated with undertaking research about how disabled people are involved in higher education in Britain. It considers how much the research can both draw upon existing social theories of disability and contribute to their further development. Sociological research on learners with disabilities and learning difficulties has neglected the higher education sector. The major change came following the Further and Higher Education Act 1992 which introduced a unified system of control and finance for the entire sector. Skill’s major concern is to remove the barriers to participation for all disabled people in post-compulsory education. Higher education and disability is an important arena, especially in terms of potential for change. When disabled people enter higher education they are taking up an opportunity to increase their knowledge, to develop their social skills, to obtain good qualifications and to expose themselves to debate and discussion.
