Disabled international students in British higher education: experiences and expectations
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam, The Netherlands
SensePublishers
2013
|
| Schriftenreihe: | Studies in inclusive education (Sense Publishers)
v.23 |
| Schlagworte: | |
| Online-Zugang: | FAW01 FAW02 Volltext |
| Beschreibung: | Description based on online resource; title from PDF title page (SpringerLink, viewed January 6, 2014) |
| Beschreibung: | 1 online resource (xiv, 218 pages) |
| ISBN: | 9462094136 9789462094116 9789462094123 9789462094130 |
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| 505 | 8 | |a 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. | |
| 505 | 8 | |a 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. | |
| 505 | 8 | |a 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 direct ramifications, 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 | |
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| 650 | 7 | |a College students with disabilities |2 fast | |
| 650 | 7 | |a Education |2 fast | |
| 650 | 7 | |a Students, Foreign |2 fast | |
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Datensatz im Suchindex
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| author | Soorenian, Armineh |
| author_facet | Soorenian, Armineh |
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| contents | 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 direct ramifications, 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 |
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| discipline | Pädagogik |
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| spelling | Soorenian, Armineh Verfasser aut Disabled international students in British higher education experiences and expectations Armineh Soorenian, University of Leeds, UK. Rotterdam, The Netherlands SensePublishers 2013 1 online resource (xiv, 218 pages) txt rdacontent c rdamedia cr rdacarrier Studies in inclusive education (Sense Publishers) v.23 Description based on online resource; title from PDF title page (SpringerLink, viewed January 6, 2014) 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 direct ramifications, 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 Education Education (general) EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh College students with disabilities fast Education fast Students, Foreign fast Erziehung College students with disabilities Great Britain Students, Foreign Great Britain Großbritannien http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=683995 Aggregator Volltext |
| spellingShingle | Soorenian, Armineh Disabled international students in British higher education experiences and expectations 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 direct ramifications, 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 Education Education (general) EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh College students with disabilities fast Education fast Students, Foreign fast Erziehung College students with disabilities Great Britain Students, Foreign Great Britain |
| title | Disabled international students in British higher education experiences and expectations |
| title_auth | Disabled international students in British higher education experiences and expectations |
| title_exact_search | Disabled international students in British higher education experiences and expectations |
| title_full | Disabled international students in British higher education experiences and expectations Armineh Soorenian, University of Leeds, UK. |
| title_fullStr | Disabled international students in British higher education experiences and expectations Armineh Soorenian, University of Leeds, UK. |
| title_full_unstemmed | Disabled international students in British higher education experiences and expectations Armineh Soorenian, University of Leeds, UK. |
| title_short | Disabled international students in British higher education |
| title_sort | disabled international students in british higher education experiences and expectations |
| title_sub | experiences and expectations |
| topic | Education Education (general) EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh College students with disabilities fast Education fast Students, Foreign fast Erziehung College students with disabilities Great Britain Students, Foreign Great Britain |
| topic_facet | Education Education (general) EDUCATION / Administration / General EDUCATION / Organizations & Institutions College students with disabilities Students, Foreign Erziehung College students with disabilities Great Britain Students, Foreign Great Britain Großbritannien |
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