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University is a critical arena for young disabled people in the construction of an adult identity and in obtaining higher level qualifications which have a major impact on future labour market opportunities. In Scotland, statistics show that there has been a steady increase in the proportion of students who are disabled. However, adopting the identity of a disabled person at university is far from straightforward, in part because of the conflicting discourses surrounding disability which are encountered. This article draws on data from a project on the experiences and outcomes of disabled students in UK universities, focusing on a case study of a particular student undertaking an initial teacher training degree in a Scottish university. The article illustrates the way in which positive and negative discourses of disability, reflected in learning, teaching and assessment practices and work placement experiences, impact on the identity of the student. The article also illustrates the importance of the social context in which disability is experienced. Whilst the student chooses to adopt the identity of disabled person during her time at university, this identity is rejected when she moves into the workplace. This is because the benefits of being identified as a disabled person at university outweigh the negative aspects, whilst in the postuniversity environment the reverse is the case.

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This paper explores definitions and understandings of Restorative Practices in education. It offers a critique of current theoretical models of Restorative Justice originally derived from the criminal justice system, and now becoming popular in educational settings. It questions the appropriateness of these concepts as they are being introduced to schools in parts of the UK and refers to a recent Scottish Executive funded pilot initiative to implement Restorative Practices in schools. The paper then reflects on some findings from the evaluation of this pilot project, outlines a new notion of Restorative Approaches and suggests that this broader conceptualisation may offer an important way in which to promote social justice in education and to reassess the importance and inevitability of conflicting social interaction and structures inherent in schools as complex social institutions.