Includ-ed, red europea de educación inclusiva

How did you find your Ph.D. topic?

Armineh Soorenian Ph.D.:The topic for the Ph.D. was inspired by my educational journey and personal experience.  Throughout university life I was always aware that my student experience had been shaped by my ‘disabled’ and ‘international’ student identities. My double identities sometimes simultaneously compounded difficulties experienced, resulting in an unequal university experience to that of my non-disabled and domestic peers, meaning that often I had to settle for less. As a result using qualitative methods, I investigated the experiences of disabled international students in such areas as information; access and funding; disability services; learning and teaching; and non-disability support services including accommodation and social life in English universities.  Subsequently, adopting the social model of disability, I identified a range of barriers in participants’ university life, in particular those pertaining to education, disability and physical environment. I also examined national legislations, initiatives and available local policy in relation to each of the aforementioned categories.  By analysing university and national documents and websites, I extensively discussed educational organisations’ policies for the students in my research both in theory and practice. 

How did the university system and inclusive educational practices in the UK have evolved since you arrived at university?

Armineh Soorenian Ph.D.: Much has changed over recent years with regards to disability and higher education (HE) in the British context. Legislation such as the Special Educational Needs and Disability Act (SENDA) 2001, the Equality Act (EA) 2010 and various initiatives such as Disability Equality Duty (DED) 2006 have seemingly been implemented to improve disabled students’ quality of educational experiences. These ensure universities have a duty to make reasonable adjustments for all disabled students, regardless of their nationality, and not to treat disabled students less favourably than non-disabled students. However, as my educational experience proved, equal access to HE is still problematic for many disabled students. This is perpetuated by the fact that it is necessary to provide additional support and alternative modes of teaching. The support that is provided is often inconsistent and patchy; it is also reactive and based on the individual medical interpretation of disability, which is more indicative of the ‘integrated’ model of education. As a disabled international student, my educational success was not the result of any statutory support policies and entitlements, but due to my kind and supportive family and friends, generosity of a few educational trusts and the good will of the University of Leeds.  

Therefore, in my thesis, I examined how the participants’ double or sometimes multiple identities (disabled, international and often mature students) disadvantaged them further and how they might have felt empowered from inclusive education practices. In concluding my thesis, I proposed a list of insights related to inclusive educational practices for individuals, Higher Education Institutions and relevant policy advisors. I feel I made a meaningful contribution to debates both within the disciplines of Disability Studies and Education, thereby enriching both fields. In support of this, the Sense Publishing House has published an expanded version of my thesis as a book, entitled: ‘Disabled International Students in British Higher Education: Experiences and Expectations’. I believe the book is beneficial to Higher Education Institutions and other education providers for working towards an inclusive culture. The effects of focussing on disabled international students’ experiences has direct ramifications, not only for those that are the central concern of my research, but also a diverse array of students that would benefit from inclusive practices in education. Inclusive education is about making all learners welcome, visible and respected in a way that allows them to reach their full potential as valuable human beings, whilst contributing to their communities. By recognising that every student can learn in mainstream education, has something positive to contribute to society and, if given appropriate opportunities and support can flourish academically, discriminatory attitudes can be eradicated.

Has your Ph.D. reinforced your interest for inclusive education?

Armineh Soorenian Ph.D.: I am interested in the field of disability, education and internationalisation, with a particular emphasis on inclusive education. I continue researching, writing, publishing and facilitating workshops and presentations in this field. I completed an internship period at the Centre of Studies on Inclusive Education, where I was familiarised with disability issues at the primary and secondary levels. This period reinforced my strongly held view that inclusive education should start with a child’s formative years. My vision is to create a solid inclusive education system, where all children are accommodated for, demonstrating that disability is just a part of human variation and thus eliminating prejudice. I passionately believe that it is only in this open and empowering context where all children can benefit from playing, learning and developing together.

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Armineh Soorenian Ph.D. now belongs as expert to the incluD-ed virtual community where you can find her full expert profile and a short bibliography.