Why his work still matters for disabled students, accessibility and inclusion today

Written by Rahid Ali, Disabled Students’ Liberation Chair

When we talk about disability inclusion, we often focus on the support available to individuals. But there is another important question we should ask: are our universities, workplaces and communities designed to include everyone?

This question lies at the heart of the work of Professor Mike Oliver, a pioneering Disability Studies scholar and activist whose contribution continues to influence how disability is understood. His legacy is particularly relevant to the University of Greenwich, where he worked as a professor and helped establish disability studies as an important academic field.

Born on 3 February 1945, Mike Oliver sustained a spinal cord injury in 1962 after breaking his neck while diving into a swimming pool during a holiday. He went on to study sociology at the University of Kent, graduating in 1975, and later became the first Professor of Disability Studies in Britain at the University of Greenwich. He died in March 2019, aged 74. His work challenged traditional approaches to disability and helped change the conversation from individual limitations to the barriers created by society.

Understanding the social model of disability

One of Mike Oliver’s most influential contributions was his work on the social model of disability. Rather than viewing disability only through an individual's medical condition or impairment, the social model draws attention to the barriers that prevent disabled people from participating equally in society.

These barriers can include inaccessible buildings, inflexible policies, negative attitudes, inaccessible information and assumptions about what disabled people can achieve.

For example, a wheelchair user may face barriers because a building has inaccessible entrances. A student with a non-visible disability or long-term health condition may struggle when teaching arrangements do not allow reasonable flexibility. A neurodivergent student may find busy, noisy environments difficult to access.

The social model encourages us to examine these barriers and ask what needs to change. It does not deny the reality of pain, fatigue or impairment. Instead, it challenges the idea that disabled people should always be expected to adapt to environments that were not designed with them in mind.

Oliver's books, including Social Work with Disabled People (1983) and The Politics of Disablement (1990), helped establish these arguments within disability studies and social policy.

Why his legacy matters at Greenwich

The University of Greenwich has its own connection to this history. Oliver worked at the university and continued as a Visiting Professor until early 2014. His influence remains relevant to the university's work supporting disabled students.

One example is STAART, which supports students with disabilities, long-term health conditions, neurodivergence and mental health conditions throughout their higher education journey.

Another important development is the STAART Principles of Disability, officially launched at Greenwich on 2 December 2022. These principles were created by disabled students, graduates and staff. They recognise the importance of lived experience, the diversity of disability and the barriers created by environments and attitudes.

This is an important example of disabled people contributing directly to how disability is understood within the university.

However, Oliver's legacy also invites us to look beyond policies and support services. We should consider whether disabled students can participate fully in everyday university life, including lectures, societies, social events and informal activities.

Accessibility is not only about entering a building or receiving support. It is also about being able to participate, build friendships and feel that you belong.

From representation to meaningful action

As Disabled Students’ Liberation Chair at the University of Greenwich, I believe one of the most important lessons from Mike Oliver’s work is that disabled students must have a voice in decisions that affect them.

It is not enough to make decisions about disabled students without involving them properly. Their experiences and perspectives should help shape the solutions.

This means asking practical questions. Are our learning and social spaces accessible? Do university events consider different access needs? Can students with mobility difficulties, chronic pain, fatigue, sensory sensitivities and non-visible disabilities participate comfortably? Are disabled students involved early enough to influence decisions about accessibility?

These questions are particularly important when we consider social spaces. A student may be able to attend lectures but still struggle to join social activities because of noise, inaccessible layouts, fatigue or a lack of suitable places to rest and connect with others.

Accessible and welcoming social spaces could help disabled students build friendships and feel more connected to university life. The aim is not to separate students unnecessarily, but to give everyone meaningful opportunities to participate.

For me, continuing Oliver’s legacy means listening to disabled students, taking their concerns seriously and working with them to turn their feedback into practical improvements.

Disability inclusion beyond university

Oliver's work is also relevant to employment and the wider business world.

Disabled people can face barriers during recruitment, workplace training, promotion and everyday working life. Inflexible working arrangements, inaccessible application processes and negative assumptions can prevent people from demonstrating their abilities.

Organisations should therefore look beyond individual adjustments and examine whether their systems and practices create unnecessary barriers.

For business and management, this is an important lesson. Inclusion should not be treated as an afterthought. It should be considered when designing recruitment processes, managing teams, developing policies and making decisions.

Universities also have a role in preparing students for employment. Making education more inclusive and listening to disabled students' experiences can help challenge assumptions that continue into the workplace.

Keeping Mike Oliver's legacy alive

Remembering Mike Oliver should mean more than recognising his academic achievements. It should also mean continuing to challenge the barriers that prevent disabled people from participating fully in society.

At University of Greenwich, this means listening to disabled students, involving them in decision-making, improving accessible learning and social spaces, and ensuring that inclusion is reflected in everyday practice.

His legacy reminds us that disabled people are not simply recipients of support. They are students, professionals, leaders and contributors whose experiences and knowledge can help create better institutions.

As Disabled Students' Liberation Chair, I see this as an important responsibility: to help ensure that disabled students are heard, that their concerns are taken seriously and that their contributions lead to meaningful change.

Mike Oliver helped change how society understands disability. The challenge now is to continue putting those ideas into practice.

Turning barriers into opportunities requires more than good intentions. It requires listening to disabled people, involving them in decisions and working together to create lasting change.