Hall, Lauren Nadia (2026) What is a learning disabled artist? Questions of identity, interdependence and leadership. Doctoral thesis, York St John University.

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Abstract

This thesis explores what defines a Learning Disabled Artist and how people with learning disabilities can be better supported to increase their representation in the arts. While there has been some progress in diversifying representation, with learning disabled actors like Liam Bairstow (Coronation Street) and Sarah Gordy (Call the Midwife) being cast in roles traditionally played by non-disabled actors, the pace of change remains slow. Many learning disabled actors are still limited to playing characters with learning disabilities, and arts organisations need further education on the benefits of inclusion and best practices for the creative industry.

The research is based on three years of embedded practice at Mind the Gap Theatre Company, one of Europe’s largest learning disabled theatre companies. This allowed for observation, interviews, and focus groups to explore themes of identity, interdependence, and leadership, 8 which form the key insights of the thesis. The research methods were semi-structured, allowing for flexible exploration of key questions such as ‘What does learning disability mean to you?’ and ‘What does identity mean to you?’.

The first four chapters examine the history of disability and learning disability theatres and outline the methodology and ethical considerations underpinning the participatory research approach. Chapter 5 focuses on identity, examining how a learning disability can become a ‘master identity’ that is socially constructed and undervalued, and how the arts can challenge this through practices such as Boal's Theatre of the Oppressed. Chapter 6 explores interdependence, questioning whether true independence exists for artists, and how learning disabled theatre companies challenge conventional ideas of professionalism. Chapter 7 examines leadership, exploring whether learning disabled-led practice is tokenistic or whether meaningful collaboration between disabled and non-disabled artists is possible.

The conclusion examines the practical implications of these findings, including access to education, artist payment, and continued institutional practices. The research suggests that the lack of employment opportunities for Learning Disabled Artists may be more due to the arts industry's current models of independence and leadership rather than learning disabilities themselves. Ultimately, the thesis advocates for the value of Learning Disabled Artists and presents models of best practice to foster greater inclusion and representation in the arts.

Item Type:	Thesis (Doctoral)
Status:	Published
Subjects:	N Fine Arts > N Visual arts (General) For photography, see TR N Fine Arts > NX Arts in general > NX456.5.P38 Performance Art
School/Department:	School of the Arts
URI:	https://ray.yorksj.ac.uk/id/eprint/15782

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