IP Blog Post – (Disability workshop reflections and task 1)

These videos together provide a valuable breakdown of how disability intersects with other aspects of a person’s positionality. Each viewpoint presented highlights a different crossroads of this intersection—whether through race, gender, or the lens that broader society perceives those with disabilities.

After observing the content in the videos, being heard or ‘listening’ was a key theme that resonated in respect of improving the lives of those living with disabilities. Those that identified as living with disabilities shared that without being involved in discussions and decisions that impact them, there cannot be meaningful change at community level and therefore less societal change (Brown, 2023). Sun c (2024) agrees that society’s current structures are not designed for equal access. Each participant, in their own way, stated that being provided with or creating their own access enabled them to thrive. The notion that by building a fully accessible society, everyone can succeed was strongly conveyed throughout each piece.

Christine Sun Kim’s work particularly stood out for its use of bold, provocative action to raise awareness and drive visibility. One powerful quote she shared stuck with me: “It’s infinitely easier for you to learn sign language than for a deaf person to learn to hear” Sun c (2024). Through statements like this, she both asserts her position within the deaf community and challenges societal assumptions.Taken together, these videos offer important insight into how disability intersects with other protected characteristics such as race and gender in contemporary society.

In my role as a technician for the Screen School, my main teaching practice involves helping students film and work within our studios. Building and lighting temporary sets is a highly physical job that requires fast-paced collaboration across many moving parts. Film sets, like many temporary work environments, are generally not designed with inclusivity in mind; they tend to cater to able-bodied workers. Recently, during a workshop I supported a student with a physical disability on set. This student needed assistance setting up the audio equipment they were responsible for. As I was co-teaching alongside another staff member, I was able to step in and support them. However, in most workshops I run there is usually only one staff member meaning this level of assistance would not typically be available. While it was rewarding to see the student integrate seamlessly into the team and contribute to a successful shoot once the necessary accommodations were made, the experience also highlighted how exclusionary film sets can be for people with disabilities. As well as the lack of provision available by default in education, where most classes are not budgeted for co-teaching to be available. 

A report looking at the film and TV sector found that 80% of respondents felt that ;  “management’s poor understanding of disability and discriminatory views about disabled people had limited their career progression”(Eikhof, D.R., 2019. Doubling Disability Research Report.) This suggests a broader, often unspoken ableist mindset in the workplace—one that is less about overt prejudice and more about a lack of consideration for how to accommodate people with disabilities. (Lindsay, S., Fuentes, K., Tomas, V. & Hsu, S., 2023.). 

With this in mind, I will reflect on my own practice and assess how accessible my workshops are. The last thing I wish for my students is to feel like I am not giving them as many options as possible to excel at what they do. Until starting this module I must admit, I definitely have not given the accessibility of my workshops enough thought. To me it seems that there are three main strands to improve accessibility in my workshops: Physical Access, Digital access and Removing Social Barriers. (Inclusive learning and teaching | Advance HE). Moving forward I will be reviewing what is currently in place as guidance from UAL and from my department. Starting the conversation on how I can try to make my workshops more accessible moving forward. 

REF’s

Brown, C. (2023) Interview with ParaPride. Intersectionality in Focus: Empowering Voices during UK Disability History Month [Online]. Youtube. 13 December. Available at: https://www.youtube.com/watch?v=_yID8_s5tjc

Sun, C. (2024). Christine Sun Kim in ‘Friends & Strangers’ – Season 11 | Art21. [online] YouTube. Available at: https://youtu.be/2NpRaEDlLsI 

Eikhof, D.R., 2019. Doubling Disability Research Report. CAMEo Research Institute, University of Leicester. Available at: https://figshare.le.ac.uk/articles/report/Doubling_Disability_Research_Report/12174168 [Accessed 9 May 2025].Figshare+1Disability Arts Online+1

Lindsay, S., Fuentes, K., Tomas, V. & Hsu, S., 2023. Ableism and workplace discrimination among youth and young adults with disabilities: A systematic review. Journal of Occupational Rehabilitation, 33(4), pp. 853-869. https://doi.org/10.1007/s10926-022-10049-4.

 Inclusive learning and teaching | Advance HE. Available at: https://www.advance-he.ac.uk/guidance/equality-diversity-and-inclusion/student-recruitment-retention-and-attainment/inclusive-learning-and-teaching#:~:text=Providing%20support%20and%20adjustments%20can,course%20is%20delivered%20and%20assessed  (Accessed: 10 May 2025).