LEADER 04185nam 22006375 450 001 9910438238203321 005 20250625221304.0 010 $a9789462094529 010 $a9462094527 024 7 $a10.1007/978-94-6209-452-9 035 $a(CKB)3710000000084504 035 $a(EBL)3034938 035 $a(SSID)ssj0001171497 035 $a(PQKBManifestationID)11960369 035 $a(PQKBTitleCode)TC0001171497 035 $a(PQKBWorkID)11175255 035 $a(PQKB)11067524 035 $a(DE-He213)978-94-6209-452-9 035 $a(MiAaPQ)EBC3034938 035 $a(MiAaPQ)EBC1636920 035 $a(OCoLC)872571369 035 $a(nllekb)BRILL9789462094529 035 $a(PPN)176131019 035 $a(EXLCZ)993710000000084504 100 $a20140109d2013 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aZero Tolerance and Other Plays $eDisrupting Xenophobia, Racism and Homophobia in School /$fby Tara Goldstein 205 $a1st ed. 2013. 210 1$aRotterdam :$cSensePublishers :$cImprint: SensePublishers,$d2013. 215 $a1 online resource (239 p.) 225 1 $aSocial Fictions Series 300 $aDescription based upon print version of record. 311 08$a9789462094512 311 08$a9462094519 311 08$a9789462094505 311 08$a9462094500 320 $aIncludes bibliographical references. 327 $aPreliminary Material -- Introduction -- Zero Tolerance -- Lost Daughter -- Ana?s Shadow -- Bibliography -- About the Author. 330 $aA 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 directramifications, 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. 410 0$aSocial Fictions Series 606 $aEducation 606 $aEducation 615 0$aEducation. 615 14$aEducation. 676 $a305.906642 700 $aGoldstein$b Tara$f1957-$4aut$4http://id.loc.gov/vocabulary/relators/aut$01061857 801 0$bNL-LeKB 801 1$bNL-LeKB 906 $aBOOK 912 $a9910438238203321 996 $aZero Tolerance and Other Plays$92520692 997 $aUNINA