Reasonable adjustments? A qualitative study of the experience of disabled international students in UK higher education

The research also includes findings from disability services staff, and their understanding and experiences of working with this student group. A key element of the research was to understand how the structures and processes within higher education in the UK – predominately within disability disclosure, induction, disability needs assessment, and teaching and learning – contributed to a positive educational experience for disabled international students.

The study also sheds light upon the motivating factors which inspired disabled international students to study in the UK. A qualitative approach was applied using semi-structured interviews with twenty disabled international students and nine university staff members, predominantly working in disability services. The key research question was: What support structures and mechanisms are in place to support disabled international students studying in UK higher education?