Knots and Trowels

The Step Up from Undergraduate Study

Pursuing a master’s degree is undoubtedly a step up from undergraduate study. I’ve often found myself thinking, “Wow, who knew it’d be harder?” It’s more demanding, with increased contact hours and a heavier research component. I would describe it as an intensified version of the second year of an undergraduate degree—by then, you know what you’re doing, but everything is taken up a notch.

During my third year of undergraduate study, I had fewer contact hours and focused more on independent research. In contrast, my master’s program has the same number of contact hours as my second year, with additional research responsibilities on top. I found the third year of my undergraduate degree particularly challenging, but in my master’s program, I’ve actually managed to balance my disability and education more effectively.

By this point, I am more confident in managing both aspects of my life. I have developed coping mechanisms and strategies, and I knew I could reach out to my department and university support services if needed. Before even starting my master’s, I had already contacted the university’s enabling team to discuss what accommodations could help me succeed. This proactive approach made a significant difference in ensuring I had the necessary support from the start.

Navigating a Master’s with a Disability

Overall, my experience of doing a master’s degree with a disability has been positive. Being open about my needs has been crucial. I have been upfront with my personal tutor and lecturers about my disability, and I’ve found them to be incredibly accommodating. Accommodations can be made if you communicate what you need, and I’ve never encountered any resistance.

Studying Archaeology with a Disability

In my archaeology master’s program, I have two practical modules this semester: one focused on flint analysis and the other on geophysical surveys. Last semester, my practical work was mostly desk-based. At the start of this semester, I approached my lecturers to inform them about my disability. Their immediate response was supportive, asking if I needed anything to make the modules more accessible.

For the geophysics module, my lecturer and I agreed that I could take breaks as needed, such as heading to the café while on fieldwork if necessary. However, I usually prefer to manage things on my own. For example, on a particularly cold day, my disability was flaring up, and I had already completed my practical work. I approached my lecturer and asked if I could leave early due to the weather affecting my condition, and she instantly agreed. This kind of understanding has made a huge difference in my ability to participate effectively.

The Challenges and Insecurities

While I have found the experience largely positive, there are moments of doubt. Many of my peers have years of fieldwork experience, whereas my own experience is more limited. I completed my compulsory undergraduate fieldwork, did a few extra days, and spent a summer assisting with post-excavation work. I am incredibly proud of my post-excavation contributions, but when others talk about their extensive fieldwork, it can sometimes feel like I haven’t done enough. However, I’ve learned that archaeology offers many opportunities beyond fieldwork, and my skills are just as valuable.

Another challenge is the structure of contact hours. I have a four-hour block for one module, which can be mentally exhausting. Sitting and listening for four hours straight can be overwhelming, and my concentration often fades. One strategy I’ve developed is allowing myself to work on related tasks if I find my focus slipping. If I truly can’t concentrate on the lecture, I use that time to work on an essay for the same module. This way, I stay productive and engaged without feeling guilty for struggling with attention. Later, I revisit the lecture materials online to ensure I didn’t miss anything important.

A Positive Experience Overall

Despite the challenges, my experience of doing a master’s in archaeology with a disability has been overwhelmingly positive. I could not have asked for a more supportive department. By being open about my needs, planning ahead, and developing strategies to manage my workload, I have found ways to balance my education and disability successfully.

If you’re considering a master’s degree and have a disability, my advice is to reach out to your university’s support services early, communicate with your lecturers, and find study techniques that work for you. It is absolutely possible to thrive in academia with the right support and mindset.