Conclusion Given that the sample size for this paper is very small, the findings cannot be over-generalised; however, the findings from this research highlighted contradicted assumptions about the role of the LSA as well as uncertainty express by the two participants as to how to meet the governments’ aims to encourage HEIs to take more ownership of their educational provision reducing the reliance on the DSA funding by making teaching and learning a much more inclusive experience for all students (DBI&S,2014). The findings also suggest a need for exploration around collaboration between academics and learning support staff, which is evident in the data and though arises out of a very small sample size, it offers an opportunity to develop networks of support and collaborative spaces to encourage and motivate both academics and learning support staff to re-think, discuss and challenge assumptions about the ways students have been supported under a deficit model of support. Although bigger conclusions cannot be drawn from this study, it is hoped that it triggers a sense of curiosity to further investigate the relationships between the academic and learning support community and to develop strategies to promote clear communication processes for sharing and generating specialist knowledge around disability related issues, inclusive approaches and reflective conversations between all teaching and support staff. References Ashford, et al. (2007) Normalizing dirty Work: Managerial Tactics for countering Occupational Taint. Academy of Management Journal. Vol 50, No. 1, pp. 149-174 Department for Business Innovation & Skills (2014) Higher education: student support: changes to Disabled Students' Allowances (DSA) [Accessed 14th November 2017] Department for Business, Innovation & Skills, (2015) Consultation outcome: Disabled students in Higher Education: Funding proposals. Higher Education participation and Access to higher education. [Accessed 20th February 2015] Department for Business Innovation & Skills. (2015) Consultation on targeting funding for disabled students in Higher Education from 2016/17 onwards. [Accessed 14 November 2017]
Conclusion Given that the sample size for this paper is very small, the findings cannot be over-generalised; however, the findings from this research highlighted contradicted assumptions about the role of the LSA as well as uncertainty express by the two participants as to how to meet the governments’ aims to encourage HEIs to take more ownership of their educational provision reducing the reliance on the DSA funding by making teaching and learning a much more inclusive experience for all students (DBI&S,2014). The findings also suggest a need for exploration around collaboration between academics and learning support staff, which is evident in the data and though arises out of a very small sample size, it offers an opportunity to develop networks of support and collaborative spaces to encourage and motivate both academics and learning support staff to re-think, discuss and challenge assumptions about the ways students have been supported under a deficit model of support. Although bigger conclusions cannot be drawn from this study, it is hoped that it triggers a sense of curiosity to further investigate the relationships between the academic and learning support community and to develop strategies to promote clear communication processes for sharing and generating specialist knowledge around disability related issues, inclusive approaches and reflective conversations between all teaching and support staff. References Ashford, et al. (2007) Normalizing dirty Work: Managerial Tactics for countering Occupational Taint. Academy of Management Journal. Vol 50, No. 1, pp. 149-174 Department for Business Innovation & Skills (2014) Higher education: student support: changes to Disabled Students' Allowances (DSA) [Accessed 14th November 2017] Department for Business, Innovation & Skills, (2015) Consultation outcome: Disabled students in Higher Education: Funding proposals. Higher Education participation and Access to higher education. [Accessed 20th February 2015] Department for Business Innovation & Skills. (2015) Consultation on targeting funding for disabled students in Higher Education from 2016/17 onwards. [Accessed 14 November 2017]