Georgina Wilson-Cousins

What are you studying, and what inspired you to pursue this area of study?

I am studying Health, Wellbeing, and Sustainable Buildings Master of Science, within the Institute of Environmental Design Engineering and The Bartlett School of Environment, Energy and Resources (BSEER).

I am interested in person-centric inclusive design for the built environment, to complement my physics and regulatory civil engineering background. Through this course, I am able to specifically focus on enhancing the accessibility and inclusivity of differently-abled people, throughout different design stages: thus their different life stages.

How do you like to spend your spare time?

In my spare time I like to read, but amongst company I like to watch performances at the theatre and eat different types of cuisines.

Can you describe your disability and how it impacts your daily life?

I have a combination of disabilities that include following categories: sensory, mobility, chronic, and cognitive. Therefore, sometimes they are interlacing or magnifying the extremity of symptoms for a condition. These can impact my daily life on a fluctuating basis, making it difficult to stick to a structured routine; so, I must build contingency plans and flexibility into my routine.

What do you wish more people understood about living with a disability?

I wish that that more people understood that you can have the same disability as somebody else, but the way it manifests itself and challenges you can be different to another person. Furthermore, sometimes the support available does not equitably mitigate the adversities experienced but magnify the impacts of other conditions.

What principle(s) or motto do you absolutely live by?

Tomorrow is another day; but today is within my control, so try again during the next quarter of your day. Furthermore, you do not need to have or find all the answers yourself, it is okay to ask for advice but acknowledge your gut instincts and feelings.

Be kind to yourself, as you would a friend.

Are there any resources or initiatives you’d recommend to other disabled individuals?

Apply for the Disabled Students’ Allowance early, and do not rely solely on support available within the University. There are community organisations, groups, and opportunities for resources and strategising your life as a differently-abled person.

Can you share a moment or experience where you felt truly supported or empowered as a disabled student?

You can be a willing or silent participant towards resolving the inequity gaps experienced in your life and studies, but we must choose whichever causes the least strain to us, without jeopardising our career prospects. 

Last year as Lead Department Representative, students felt comfortable sharing various successes and concerns with me. One of which was how different health conditions are impacted by the learning environment. Thus within the staff and student meeting, I posed the question, if the department could create a spreadsheet with the strengths and weaknesses of each learning space their students could access for independent learning, and taught sessions. This triggered, the department to enhance their understanding of the needs for their students beyond those with declared disabilities.

What advice would you give to other students with disabilities?

If there are issues, please speak-up! Although, you might feel shy or embarrassed, staying silent might result in you obtaining lower grades, health and self-esteem. Remember your focus on why you choose to study at UCL, and on your course: therefore, keeping quiet only proves detrimental to you not the institution. Even if you do not get into UCL, you deserve to have an equitable learning experience for your life and beyond: as we all have something worthwhile to contribute towards society!

If you could influence one change in the way universities support disabled students, what would it be?

If I could influence one change in the way universities support disabled students, it would be refraining from use of “disabled students” as we are not “disabled” and definitely not incapable of being students. It is also, exclusive of those who might have a temporary condition or change of circumstances that is similar to that of those with long-term conditions.