Universitas 21 (U21) is proud to announce the launch of the U21 Disability Inclusion Mapping Project, a landmark initiative authored by Professor Paul Harpur of the University of Queensland, with the support of over 100 volunteers from across the U21 network. 

This ambitious project represents a major step forward in global higher education’s journey towards disability inclusion. Drawing on extensive input from academic and professional staff across U21’s 30 member universities, the project provides a unique overview of disability-related policies and practices. It explores institutional approaches to inclusion across research, teaching, and campus life, offering practical, scalable recommendations that are relevant not only within the U21 network but to any university seeking to foster a more inclusive environment. 

Citation: Harpur P, (Ed.), The Disability Inclusion Policy Mapping Report (2025)

Full Report – PDF

Click on the image above to download the full U21 Disability Inclusion Mapping Report in PDF form or download specific parts below.

Full Report – Word

Click on the image above to download the full U21 Disability Inclusion Mapping Report in word form.

Download Report Parts

Part 1: Disability Governance Norms

This part explores the establishment of new norms on disability governance within the U21 Network. It emphasises the importance of fostering equitable partnerships among member universities and ensuring disability representation in governance structures. It addresses the intersectionality of disability with other marginalised identities, such as Indigenous, LGBTQIA+, and age-conscious frameworks.

Part 2: Disability inclusion and the research and innovation ecosystem

Part 2 examines how U21 universities can align their research and innovation practices with the United Nations Convention on the Rights of Persons with Disabilities (CRPD). It underscores the importance of integrating CRPD norms into ethics and grant review processes, enhancing data collection, and implementing co-design methodologies. It also discusses the role of university research groups in championing disability inclusion and the need for comprehensive disability inclusion research and innovation, drawing from the best model at plans of inclusive practices.

Part 3: Creating an inclusive community for students with disability

This part advocates for a proactive approach to designing inclusive educational environments that anticipate and remove barriers to learning, including the transition from reasonable accommodations to universal design for learning (UDL). It addresses the need for clear access to disability support information for international and exchange students and the importance of tailored career counselling and work-integrated learning opportunities to support students with disabilities in their transition to employment.

Part 4: Universities Support for Staff with Disabilities

Examining the measures adopted by U21 universities to create disability-inclusive workplaces, this part discusses proactive measures to promote the recruitment and retention of staff with disabilities, the implementation of universal design, and the streamlining of reasonable accommodation processes. Part 4 also addresses the challenges faced by staff with disabilities who travel for work and recommends central funding for disability-related travel expenses, mechanisms for non-disclosure, and internal booking systems with accessibility information.

Part 5: University Services and Disability Inclusion

Part 5 explores the role of university services, including libraries and digital and physical spaces, in promoting disability inclusion. It emphasises the importance of integrating accessibility into all library policies and strategic planning, developing physical spaces and assistive technology, and providing ongoing training for library staff. It advocates for the development of digital inclusion roadmaps, publicising compliance and monitoring metrics, and partnering with other universities and software vendors to enhance digital accessibility.