Chocolate boxes hurt fairness
The Proctors and Assessors Memorandum makes it clear: entry to Oxford is on the basis of academic ability alone. Yet a brief glance around Oxford would reveal few students with disabilities studying here. The Special Educational Needs Act 2001 (SENDA) means that an application from a disabled student must be treated no less favourably than an application from an non-disabled student, and that the University must make reasonable adjustments to meet their needs including, by 2005, adjustments to physical premises that put people with a disability at substantial disadvantage. If the academic standards for admissions are the same, then this must mean that there are fewer applications from students with a disability. Only the number of students with dyslexia has increased in recent years. For others, the figures have remained more or less static. So where do the problems lie?
Clearly there are many advantages in choosing to apply to Oxford. The tute is one major feature as such a small tutor-student ratio has benefits in providing services and adjustments to suit a student's needs. A tute setting is better for lip-reading; tutors are better equipped to prioritise reading for students who have visual impairments; and there is the closer attention that everyone tends to benefit from. These are much more difficult to provide in a seminar/lecture-style course. The collegiate nature of the University means that an individual college can tailor their arrangements to the student, particularly in relation to accommodation and venues of tutorials. The University has very good Disability Co-ordinators based in central administration, backed up by a new network of advisors to students with a disability, who are now available in most colleges and departments. This is in addition to all the usual factors in making an application to Oxford, such as excellence of the course and facilities.
However, these are obviously not winning the battle in encouraging more applications from students with a disability.
The side effect of taking your degree in a 'chocolate-box' University is the number of listed buildings that are around. SENDA legislation is not above listed building status which means that even if some colleges/faculties wished to change their physical premises, a long and drawn out process awaits them, if changes can occur at all. Whilst most colleges have some sort of modern buildings which can be adjusted with more ease, many places, like parts of the Bod cannot. (See amusing sign by the New Bod door, up steps, suggesting disabled readers should ring it for assistance.) There have also been problems with the reading lists coming out late, service providers being in inaccessible locations, lectures being in older buildings so that access is limited and audibility difficult. The fact that there is no Central Disabilities Fund for colleges is minus point, as this would certainly relieve some of the financial pressures on the poorer colleges where a significant number of physical adjustments are needed.
It is important to stress to applicants, however, that changes can, and have been made. The computer processing suite at the Examination Schools now means that students who need to wordprocess their exams can do so in the same location as their peers. The new computerised stack system at the Bod means that requests can be sent to the most accessible Bod library. New adapted buildings in colleges are being built. In essence, access is on the up. Yet we are in the chicken and egg scenario where students are nervous of applying knowing that adjustments will be made when they are here; and the University prioritising spending where students with a disability are studying. Hopefully, soon a major push will happen aimed at getting more students with a disability into Oxford, just as there has been in increasing the number of applicants from State schools, which will have a knock on effect on the number and scope of adjustments.
We need to encourage more students who have a disability to seize the opportunity of coming here. Looking back, in just over 12 months since I came here, would I have altered my choice in applying to Oxford despite some of the setbacks and lack of access to certain places? Not a chance!
I arrived in Oxford a few days before the other freshers to make sure that all the adaptations in my room were complete; I am now the proud owner of a pair of electric curtains and a call alarm system - the latter will no doubt be of great use after possible drunken injuries acquired through unsteady movements in search of the electric curtain switch! After a general exploration of my college I took on the role of tourist, purveying the sites of Oxford, before making the full transition into a student of Wadham College.
Prior to coming to university, I had no qualms about how I was going to cope physically with any new situations as the college had taken all my needs into consideration and the thought of dealing with any difficult situations had a certain stoic appeal. I suppose all I was worried about, in relation to my disability, was the way in which people would react to me: there is a fine line between talking to people directly about my disability and trying not to bore them silly about it. I do feel it is an issue that has to broached because I do not want it to be a barrier that prevents friendships from evolving past a certain point. Also, it is so visually obvious that it is natural for people to wonder why I have it and how it affects my life. In day to day situations the impact of my disability is that it takes me longer to do things, means I have to use a voice activated software to dictate my essays (which means I have my own little room in the Bodleian and college libraries) and walk slower. Its main impact, however, is psychological. I find it really hard to work out how people perceive me in relation to the disability and wonder if people ever do forget about it. Although, as one of my new friends pointed out, I should stop worrying about it and just be the person I choose people to see and get to know. Of course, my disability has an affect on who I am, but I am not my disability. Besides I think most people have certain issues, be they mental, physical or emotional, that shape their behaviour and view of the world - mine is just visually obvious.
I am writing this on Sunday morning. Now sober, the memories of my behaviour at the Bop last night are slowly creeping into my consciousness: oh no, what a fool I was! I keep forgetting I am smaller than everyone else but continue to drink the same amount - I might just hide in my room today, with the joys of Roman law. Apart from those of my drunken behaviour, all my memories of my time at Oxford have so far been very good. Freshers week was excellent and my disability in no way impeded my enjoyment, although I could not do ice skating or the Quasar - no major loss really as it allowed me to let my legs recover from all the dancing at Club Latino, walking around the shops and the pub crawl. I have met so many lovely people whilst I have been here and people's attitudes have been very empowering. The ethos of Wadham encourages individuality but also that people work and play together as a dynamic whole and hence I do feel protected in this friendly community.
One consequence of my disability is that I had to have the room which had already been adapted. This is downstairs and I am the only girl on my floor - the American who lives opposite has promised to take on the role of protective big brother but says he is unlikely to be a good influence. The other two are also lovely people, my next door neighbor is also a fresher and, as a medic, should have the same work load as us lawyers but is appalled by the amount of studying I am doing and so keeps me in regular supply of cups of tea and good conversation. This is an example of how, very often, my disability is the cause of positive opportunities and experiences. I would like to thank all those people I have met so far for continuing to make this the case and for being so supportive.
I feel incredibly lucky to be at this university, with people who I know will teach (and in fact have already taught) me many valuable lessons about life and myself. The most important thing university will give me, apart from the academic, social and intellectual opportunities, is an environment where my understanding of 'self' can evolve and negative paradigms can die away as more positive ones are born.
Marie Tidball is a first year law student at Wadham.
31st Oct 2002