Nothing about us without us: Urgent changes needed in HE inclusive practice to address widening participation failures

Widening participation (WP) has been a dominant discourse in education policy for more than 20 years. Its original and continued core aim has been to improve higher education (HE) participation of traditionally underrepresented groups, including disabled people (Gibson, 2016; Lewis & Johnston, 2002). It has led to increased efforts in supporting disabled students during their HE experiences, including aiming for students to develop a sense of belonging, experience inclusive practice and achieve in their studies.