Future directions in STEMM for people with disabilities: STEMM Disability Advisory Committee Conference – March 2016
A summary report, to highlight the recommendations and feedback from attendees at our recent conference, is available online.
Please see our events page, select 'STEMM-DAC Conference 2016', then 'STEMM-DAC Conference 2016 - summary', from the drop-down menu.
Alternatively you can click here to read or download a PDF version of the report.
STEMM Disability Advisory Committee Conference Programme - March 2016
Future Directions in STEMM for people with disabilities
Thursday 17 March 2016, the Royal Society
10.30 Welcome address
Martin Hollins, Chair of the STEMM Disability Advisory Committee
10.35 Introductory speaker: Philip Connolly, Policy Development Manager, Disability Rights UK
10.45 Panel introductions: Rachel Bashabe, Loraine Martins, Margaret Meehan, Duncan Shrewsbury, Alison Stokes
11.15 Workshop 1 – What information/resources do we have already?
12.00 Refreshment break
12.15 Report back 1
13.00 Networking lunch
14.00 Workshop 2 – Which of these groups will be able to provide missing resources:
STEMM Disability Advisory Committee
- Learned Societies
14.45 Refreshment break
15.00 Report back 2
15.45 Closing remarks
16.00 Networking drinks reception
Department for Business, Innovation and Skills
Targeting funding for disabled students in Higher Education from 2016/17 onwards: Response from the STEMM Disability Advisory Committee
We prepared a report on the proposal of the introduction of targeted funding for disabled students of higher education (HE). In forming our response, all our member bodies were consulted. The STEMM Disability Advisory Committee welcomes the government’s efforts to ensure that the higher education learning environment is accessible to all students. We agree that a move to a more inclusive learning environment at all levels of education, training and employment is a positive step. As demand for workers with high-level science qualifications increases, the UK needs to encourage and facilitate more people to study science-based subjects. Higher education plays a valuable role in training a highly-skilled science workforce.
In the report, we highlight a number of issues regarding the specialist support often required by disabled STEMM students, particularly around the lack of expert and specialist knowledge that exists in HE. We want to make certain that disabled STEMM students do not face additional disadvantages as a result of the government’s proposals.
Our full response can be found in our Policy section.
Collecting Stories for our website
We are keen to highlight and share the stories of those who love studying or working in Science, Technology, Engineering, Mathematics and Medicine (STEMM) and also have a disability. If that is you, we would be delighted if you would consider writing a short piece (around 400 words) for our website to share your STEMM story.
In particular, in your piece it would be interesting to hear:
- What you enjoy about studying or working in STEMM?
- What you do day-to-day in your work or study?
- What has been your biggest challenge and how have you overcome it?
- What has been the highlight of your career so far and/or what are you hoping to go on to do in the future?
If you are happy to do so, please send your name and a photograph along with your written piece to email@example.com