Abstract
Purpose – Stemming from the doctoral research, the purpose of this paper is to comment on disabled international students’ experiences of using assistive technology and transcription services in facilitating an equal educational experience to that of non-disabled students. Design/methodology/approach – By using such qualitative research methods as interviews and a focus group, the aim has been to discuss the benefits gained as well as difficulties encountered whilst utilising these facilities. Findings – Thus, a range of barriers to disabled international students in the area of technological support and adaptations based on their identities as “disabled”, “international” and “disabled international” students is identified. This has lead to a further discussion of the extent to which the barriers to the disability services concerned are created, reinforced and exacerbated by the interplay of students’ different identities. Originality/value – The absence of any academic research into such unique experiences of disabled international students, particularly in the British context, highlights the original and timely nature of this work.
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