Abstract
ABSTRACT In 2021, York St John University and Mind the Gap collaborated to validate a Certificate in Higher Education (Cert HE) in the Performing Arts for learning disabled and autistic adults. This article presents context surrounding inclusive education, identifying the histories of ableism within assessment processes. We then discuss how we worked in consultation with learning disabled students to develop assessment criteria and processes that used language from the students as core definitions. We argue that through establishing inclusive arts education, recognised at degree-level, we can begin the process of enabling greater representation of learning disabled practitioners in the arts.
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