World Health Organization.

Academic Ableism brings together disability studies and institutional critique to recognize the ways that disability is composed in and by higher education, and rewrites the spaces, times, and economies of disability in higher education to place disability front and center. For too long, argues Jay Timothy Dolmage, disability has been constructed as the antithesis of higher education, often positioned as a distraction, a drain, a problem to be solved.

In the contemporary context of social rights and activist movements such as those associated with combatting sexual harassment, gun and knife crime or climate change, we can observe a typical pattern of public responses. These movements offer voices to those who are marginalised, and indeed provide the confidence needed for many people to stand up for specific issues. This, in turn, increases awareness and understanding of and for the marginalised.

Our report outlines steps needed to improve support for doctors and medical students with disabilities and long-term health conditions

This report contains analysis on UK domiciled students, graduates and leavers studying Science, Technology, Engineering and Mathematics (STEM) subjects1 , and academic staff2 working in STEM at UK higher education providers from 2007/08 to 2018/19. Data is sourced from the HESA Student and Staff records. It analyses contextual and outcomes data comparing those with a known disability with those without a known disability. It also provides further analysis broken down by type of disability.

The Careers Research and Advisory Centre (CRAC), provides research, intelligence and innovation services for all those who support the career development of people of all ages and in all sectors. CRAC works in partnership with government agencies, education organisations and providers and employers and professional bodies. CRAC is a registered charity No 313164 established in 1964. CRAC’s research and consultancy work focuses on career-related learning, employability development and career transitions, including STEM and researcher careers.

Women, Minorities, and Persons with Disabilities in Science and Engineering provides statistical information about the participation of these three groups in science and engineering education and employment. Its primary purpose is to serve as a statistical abstract with no endorsement of or recommendations about policies or programs. National Science Foundation reporting on this topic is mandated by the Science and Engineering Equal Opportunities Act (Public Law 96-516).

En los últimos años se ha renovado el interés por generar datos fiables e internacionalmente comparables sobre los niños con discapacidad. Esto ha llevado al desarrollo de nuevas herramientas para la recopilación de datos, incluido el Módulo de Funcionamiento Infantil , publicado por UNICEF y el Grupo de Washington sobre Estadísticas de Discapacidad en 2016. También ha resultado en un aumento sustancial en la disponibilidad de datos sobre niños con discapacidades durante los últimos cinco años, fomentando nuevos análisis de datos y contribuyendo a una mayor generación de conocimiento.

Access to early childhood education and care (ECEC) services and the quality of such services are important issues that are gaining greater prominence in the EU. This study presents evidence on the elements of working conditions and in-service training that increase the quality of ECEC.

Shared value for an inclusive economy contribution to the sustainable development goals.