Disabled International Students in British Higher Education (eBook) von Armineh Soorenian

List of Abbreviations; Acknowledgements; 1. Introduction: Setting the Scene; 1.1 Background; 1.2 Aims; 1.3 Objectives; 1.4 Method; 1.5 Research Questions; 1.6 A Note on Terminology; 1.7 Structure of The Book; 2. Disability, Higher Education and Disabled International Students; 2.1 Explaining Disability; 2.2 Globalisation of Higher Education; 2.3 Non-Disabled International Students; 2.4 Special, Integrated and Inclusive Education; 2.5 Disabled Domestic Students; 2.6 Disabled International Students; 2.7 Summary; 3. Higher Education, Policies and Practice; 3.1 General National Policies for Widening Access to Higher Education; 3.2 General National Initiatives for Disabled Students; 3.3 National and Local Policy on Information, Access and Funding; 3.4 National and Local Policy on Disclosure and Disability Services; 3.5 National and Local Policy on Learning and Teaching; 3.6 National and Local Policy on Student Accommodation and Social Life; 3.7 Summary; 4. Choosing, Arriving and Settling in an English University; 4.1 Information: Finding Out; 4.2 Choosing Country/University/Course; 4.3 General Access: Getting There; 4.4 Enrolling on the Course; 4.5 Paying for the University: Financial Strain; 4.6 Speculative University Visits: Preparation for Adjustments; 4.7 Summary; 5. Disclosure and Receiving Disability Support; 5.1 To Disclose or Not to Disclose; 5.2 Disability Service Units: Meet and Greet; 5.3 Disability-Related Needs Assessment; 5.4 Assistive Technology and Support; 5.5 Transcribing the Reading Materials; 5.6 Facilitating Work: The Personal Assistant Scheme; 5.7 Summary; 6. Studying a Course in England; 6.1 Effects of Previous Study; 6.2 Attending Pre-Admission Language Courses; 6.3 Learning and Teaching; 6.4 University Campus Libraries and Accessibility; 6.5 Academic Assessment and Additional Provisions; 6.6 Academic Cultural Shock: Experiencing Differences; 6.7 Summary; 7. Social Life and General Experiences; 7.1 Experiences ofUniversity Accommodation; 7.2 Independent Travel Options; 7.3 The Role of Friendships and the Imperatives of Inaccessible Social Structures; 7.4 Experiencing Cultural Differences; 7.5 Inconsistencies in Understandings of Disability; 7.6 Feelings of Inclusion and Exclusion: A General Overview; 7.7 Summary; 8. Conclusion; 8.1 Summary of Findings; 8.2 Discussion; 8.3 Policy Insights; 8.4 The Limits of Change; 8.5 Ideas for Future Research; Appendices; Bibliography.

A wealth of evidence demonstrates that disabled domestic students experience disabling barriers in such areas as funding, pedagogy and social life in Higher Education (HE). Research also indicates that non-disabled international students experience a wide range of cultural and linguistic difficulties throughout their university experience whilst studying in England. Nevertheless, there is a dearth of research concerning the specific experiences of disabled international students in English universities. With the increasing internationalisation of HE in the past two decades this is highly significant. Analysing disabled international students accounts in British universities appears to be all the more pertinent due to the current austerity measures, which have impacted on the financial situation of Higher Education Institutions. Armineh Soorenian comments on the relevance of inclusive educational theories and policies within an increasingly internationalised HE system, with reference to disabled international students experiences in England. The project is both timely and appropriate as there is an acute shortage of documentation on the application of policies for the inclusion of disabled students and disabled international students specifically in English universities. The findings identify key barriers in the four broad categories of (1) Information, Access and Funding; (2) Disability Services; (3) Learning and Teaching; and (4) Non-Disability Support Services such as accommodation and social life. The study provides an up-to-date snapshot of disabled international students accounts and the multiple disadvantages they experience in their universities based on their identities as disabled, international and sometimes mature students. The author also draws on a number of insights which could contribute towards a more inclusive HE system. The implication of concentrating on disabled international students experiences have directramifications, not only for this specific group, but also a wide range of students from diverse minority backgrounds who could gain from inclusive practices in education.