1. Armineh Soorenian, University of Leeds, UK
‘Disabled International Students in British Higher Education: Experiences and Expectations’
Armineh Soorenian, University of Leeds, UK
Published by Sense Publishers, November 2013

2. AIMS
Critically analyse the national and local policies and literature for disabled international students in admission, disability-related services, pedagogy, and accommodation and social life in the British universities.
Document, compare and evaluate 30 disabled international students’ experiences in order to highlight any barriers they experienced.
Comment on the applicability of ‘inclusive’ education theories within the university context.

3. OBJECTIVES (1)
Discussing previous research and the way it provides insight into disabling barriers in educational policy and practice.
Critically evaluating national policies implemented to address the barriers identified in previous studies and also this research.
Using a small number of universities’ policy and practice documents as examples of current practice.

4. OBJECTIVES (2)
Analysing 30 semi-structured interviews and one focus group data, commenting and comparing students’ experiences across different variables such as age, impairment and nationality.
Engaging in a discussion about the feasibility of ‘inclusive’ educational practices within the university environment.

5. INFORMATION, ACCESS AND FUNDING
Participants experienced barriers during admission process. These included:
Receiving inaccessible and irrelevant information.
Unhelpful staff members who were unfamiliar with disabled international students’ specific concerns.
General access issues in the admission stage such as broken lifts, narrow corridors, visual signs and heavy doors.
Lack of funding available, especially to access disability support services.

6. DISABILITY-RELATED SERVICES (1)
With regards to their disability-related concerns, participants felt disadvantaged because of:
Lack of information received on the cultural interpretations of ‘disability’ and an explanation on how to disclose their impairments appropriately in English.
Differences in responses to ‘disability’, and a lack of staff’s awareness of disabled international students’ concomitant difficulties.

7. DISABILITY-RELATED SERVICES (2)
With regards to their disability-related concerns, participants felt disadvantaged because of:
Lack of funding for purchasing appropriate technical aids and equipment, and also using the transcription services.
Unfamiliarity with how the PA scheme works in the UK, feelings of discomfort with the level and kind of support received from their PAs, and linguistic barriers.

8. PEDAGOGY (1)
In relation to learning and teaching, participants experienced difficulties when faced with:
Lack of accessible hand-outs and adapted equipment for practical activities, and limited modification of teaching by staff
For students with hearing impairments - communicating via lip-reading in English during seminars

9. PEDAGOGY (2)
In relation to learning and teaching, participants experienced difficulties when faced with:
For students with dyslexia - browsing in the library catalogue system in English
Long, emotionally draining dialogues with their universities to access additional provision for entitlements such as alternative format hand-outs and additional arrangements for exams.

10. In the area of accommodation, participants faced difficulties when:
Conducting ongoing discussion regarding accessible accommodation with office staff in English.
Given inaccessible accommodation, for example, lack of ramps and visual fire alarms, and inaccessible communal electronic equipment.
Faced with limited number of family accommodation that was accessible.
Lack of meal provision during holiday periods.

11. Participants found the following barriers
SOCIAL LIFE
Participants found the following barriers
to their social life:
Physically inaccessible Student Union buildings and sport activities.
Lack of compatible social activities for their cultural and linguistic backgrounds and age-related concerns.
Lack of time and energy combined with heavy study commitments.
Isolation from the rest of students.

12. CONCLUDING REMARKS (1)
If the academic facilities and processes are designed in ways that the majority of students are accommodated most of the time, automatically an inclusive environment for ‘all’ is created without need for justifications and tailored support.
For example:

13. CONCLUDING REMARKS (2)
Universities need to provide accessible, culturally sensitive, tailored information on university-specific student life in a range of alternative formats, pre-arrival. The information must be readily available on disclosure in different languages, explaining how to disclose different impairments in English and what the outcomes of such disclosures might be.
Universities need to structure their learning and teaching around a strong commitment to maximise all students’ learning experiences, by adopting a range of creative and flexible teaching methods and assessment procedures in accessible buildings with appropriate equipment.

14. CONCLUDING REMARKS (3)
The accommodation services need to provide a range of accommodation compatible with disabled international students’ access needs, and also responsive to individuals’ requirements with regards to family accommodation and cultural and religious specificities.
Universities need to provide accessible, inclusive and culturally sensitive social venues to which a wide range of students, with diverse needs, are welcomed.

15. Armineh Soorenian, University of Leeds, UK
‘Disabled International Students in British Higher Education: Experiences and Expectations’
Armineh Soorenian, University of Leeds, UK
Published by Sense Publishers, November 2013