A qualitative study of the experiences of disabled international students in English universities

This study comments on the relevance of inclusive educational theories and policies within English Higher Education (HE), with reference to disabled
international students' experiences. 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 in particular in English universities. The methodology adopted was essentially
qualitative but did, where possible, adhere to 'emancipatory' principles. Data collection strategies included content analysis of relevant literature and policy
statements, and field studies involving a focus group and semi-structured interviews with 30 disabled international students in English universities. The study provided an up-to-date snapshot of disabled international students'
accounts and the multiple disadvantages they experienced in their universities based on their identities as disabled, international and sometimes mature students. In conclusion, a number of insights have been provided which will
contribute towards a more inclusive HE system.