Introduction
The 2025 National Association of Disability Practitioners (NADP) Annual Conference, “Beyond Barriers: Prioritising Inclusion in Challenging Times,” brought together disability practitioners, educators, learning technologists, and sector leaders. Over two days, attendees engaged with sessions from practitioners, professional and regulatory bodies, and sector stakeholders, covering a myriad of topics such as the rapidly shifting policy landscape, inclusive practice, emerging technologies, and the lived experiences of staff and students. To summarise, the conference provided a timely and practical look at how the sector can strengthen its commitment to equity and inclusion.
As a Learning Technologist within the Digital Learning Team and a Director on the NADP’s Board – as well as someone with lived experience – I was fortunate enough to attend and help host the conference. The experience was both energising and sobering, and I left with a sharpened sense of responsibility. Across sessions, several themes emerged that feel relevant for our work at Southampton.
Key Learning
Changing Policy Landscape
A central thread was the rapid evolution of the policy environment in recent years, particularly in the wake of the Natasha Abrahart case and the resulting Equality and Human Rights Commission (EHRC ) guidance note for higher education. Speakers stressed that institutions must be making changes now and avoid deprioritising their responses even within times of economic stringency.
The guidance is clear: universities have an anticipatory duty, and we must provide support even during periods of institutional uncertainty. For us at Southampton, this means ensuring that assessment formats, learning environments and platforms meet accessibility expectations proactively. Accessible and inclusive systems cannot be delayed until it’s convenient to do.
Accessibility by Default
One of the most practical insights, particularly in the current climate of financial strain, was the reminder that accessibility by default is far more sustainable than a reactive, adjustment-heavy model. Universal Design for Learning (UDL) reduces the need for costly individual adjustments and proactively heads off lengthy delays whilst disabled students wait for support to be in place to access their education. Several speakers also challenged traditional assumptions around requiring medical evidence, highlighting that outdated policies often create barriers.
A particular phrase during the conference stood out to me, and it was ultimately from Mr Justice Linden’s Appeal Court judgement handed down on the 14th February 2024, stated in paragraph 267: “what a disabled person says and/or does is evidence”.
Collaboration Across Teams and Institutions
A strong call for collective working ran throughout the conference. In the face of increasing challenges, the sector cannot afford to operate competitively – whether in disability support, digital innovation, or pedagogic practice. The sessions demonstrated how much more effective institutions become when knowledge is shared rather than hoarded. I came away from the event feeling encouraged to strengthen partnerships with colleagues across the University, and the importance of building links with external networks, pooling expertise so we can improve HE together, not in silos.
Leveraging Technology
With Artificial Intelligence (AI) becoming embedded across professions, students must graduate with skills that enable them to confidently use AI tools both ethically and effectively . Several panels discussed the urgent need to ensure AI literacy is not limited to students who can personally afford subscriptions or premium tools. We must champion equitable access to educational technology and scrutinise AI for accessibility, transparency, and ethical use. The future labour market assumes familiarity with tools like AI, we therefore have a responsibility to prepare every learner for that reality.
Lived Experience and Meaningful Data
Finally, the conference echoed something I feel deeply: disabled staff and students are not burdens, despite how easily resource-led narratives can imply this. Lived experience is essential expertise, and institutions need to treat it as such. At the same time, we must critically examine the data we collect. Do our metrics genuinely help us reduce disparities? Do they inform decisions, or simply meet reporting requirements? Our digital platforms can give us meaningful accessibility analytics, so we must ensure that improvements are data-driven, and student-use centred.
In Conclusion
The conference made clear that inclusion must be embedded, collaborative, and forward-looking . Our work must be grounded in the voices of those who experience barriers first-hand. For Southampton, the message is simple: accessibility isn’t an add-on, it is the foundation for excellent digital learning.