This paper presents findings from the second year of our commissioned research: a longitudinal study on transition and the question of ‘access’ to Higher Education for students with identified disabilities (2009-2012). Low self esteem linked with low academic achievement are distinct factors highlighted in the research on learning and access to education for university students with disabilities (Rhodes and Nevill, 2004; Pollak, 2005; Goode 2007). Whilst there are many international policy and statutory requirements regarding education for students, publications and research to date show that, whilst we have made significant inroads nationally and internationally, the matter of exclusion for students with disabilities is still very much in existence (Madriaga, 2007, Vickerman and Blundell 2010).

Our work drew on the aforementioned publications, emerging as an attempt to understand and subsequently address the barriers. The research is being carried out over three years (2009-2012) within two UK Universities, making use of participatory research methods with a sample population from one undergraduate education programme.

The first year of this project uncovered material suggesting university tutors need to address and understand more fully the pre university education experiences of students and the question of transition to university life (Gibson and Kendall, 2010a; Gibson and Kendall, 2010b).  The second year steered us further toward the socio-cultural domain; specifically the need for socio cultural aspects of education and learning in particular, to be critically understood and adopted as a working tool/lens by University educators in their attempts to understand and include all undergraduate learners; to enable, empower and ensure their effective academic attainment. 

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