An investigation into international disabled students' experiences in UK Higher Education
Armineh Soorenian, University of Leeds
Abstract
The data provided by the Higher Education Statistical Agency indicates that the number of disabled students in Higher Education (HE) domestically and internationally has increased sharply over the last four years. Despite developments in Disability Politics concerning education and widening participation policies, ample research has criticized HE, the support it offers and the relevant funding bodies open to Disabled Home Students (DHS). However, systematic data about Disabled International Students (DIS) is largely absent. Therefore, in this neglected background, my research appears to be timely and original, contributing to theoretical debates associated with DIS. This necessity is even more urgent, when considering that in addition to their access needs, DIS may well face cultural, linguistic, immigration or financial barriers. With a social model of disability perspective, this research shall document and evaluate DIS experiences in English universities. It will critically assess the extent and kind of support available to them in these institutions. DIS experiences will be compared with DHS, and other variables including age, gender and the severity of impairments will also be considered. Hence, I shall discover what barriers DIS encounter and why DIS are so under-represented in HE. My research methods shall include 25 web-based semi-structured interviews with DIS and DHS, and their non-disabled counterparts, thus comparing their experiences. Interviews shall concentrate on the level of inclusion experienced by the respondent. An additional 25 interviews with university staff will also be organised. A focus group shall be prepared to discuss issues raised in my interviews. In selecting my sample, I will write to universities with high DIS populations, asking permission for their involvement. Furthermore, when studying primary data, institutions such as Higher Education Funding Council England, The Snowdon Trust and the Council for International Education will be contacted to collect policy documents on support available to DIS. I shall conduct a secondary data analysis from existing literature, journal articles, legislation and related websites. Thus, this research shall identify any relevant policy issues and concerns relating to support for DIS and will challenge government and national policy-makers as they address the implementation of Part IV of Disability Discrimination Act 1995, in order to work towards the improvement of appropriate policy implementation. Ultimately, this research aims to increase DIS population in British HE.