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Selected list of publications

• Soorenian, A. (2024). How Inclusive Is International Education. In Budnyk, O. & Sydoriv, S. (eds.). The Space of Inclusive Education. Leiden, The Netherlands: Brill. 

The focus of this chapter is on the inclusivity and accessibility of international higher education and all the advantages it ensues for Disabled students. 

• Soorenian, A. (2023). Excluded from the disability rights debate: The missed voices of people with speech impairments. In Meyers, S., McCloskey, M., & Petri, G. (Eds.). The Routledge International Handbook of Disability Human Rights Hierarchies. Routledge.

Based on my lived experience, I reflect in this chapter on the various challenges I have confronted in making my voice heard in national and international disability rights organizations, due to the intersectionality of being Disabled, a woman, and of an international background.

• Soorenian, A. (2023). Intersectional issues in research with disabled international students. In Mittelmeier, J., Lomer, S., & Unkule, K. (Eds.). Research with International Students: Critical Conceptual and Methodological Considerations. Routledge.

The focus of this chapter is centred on making the research process inclusive for international students with a range of impairments. It discusses a key point when conducting research with Disabled international students - the socially accepted interpretations of who is and who is not Disabled - which is specific to a given culture and time.  

• Soorenian, A. (2022). Equal and Inclusive Study Experiences for Disabled International Students. In Glass, C.R. & Bista, K. (eds.). Reimagining Mobility in Higher Education. Springer, Cham.

This chapter develops a case for better defined and more transparent ways to interpret and apply the term “disability” in universities around the world. By listening to students’ voices, the chapter reveals how lack of clarity within the current definition of “disability”, specifically in the British context, leaves Disabled international students studying in the UK feeling anxious, misunderstood, and confused about how to disclose their impairments. 

• Soorenian, A. (2020). The accessibility of global mobility for disabled students. In Gaulee, U., Sharma, S. &  Bista, K. (eds.). Rethinking Education Across Borders. New York: Springer.

Based on the findings of a PhD research project, this chapter examines and documents the intersectional experiences of a group of 30 Disabled international students in British universities.

• Olson, J., Griffiths, M., Soorenian, A. & Porter, R. (2020). Reporting from the Margins: Disabled Academics Reflections on Higher Education. Scandinavian Journal of Disability Research, 22(1) 265–274.

Rooted in the narratives of four Disabled people within higher education institutions (HEI), The article highlights how the adoption of the neoliberal agenda by HEIs has ensured the continued exclusion of Disabled academics.

• Soorenian, A. (2019). At the margins of academia – on the outside, looking in: refusing, challenging and dismantling the material and ideological bases of academia’. In Berghs, M., Chataika, T. and El-Lahib, Y. (eds.). The Routledge Handbook of Disability Activism. Routledge.

An autobiographical account about my journey as a Disabled woman student first, and later as an independent researcher and disability activist in the UK with an international background. I discuss how the ableism I have encountered in my journey through the current neoliberal culture of academia has marginalised me from the system and reinforced feelings of oppression I experience on a daily basis. 

• Soorenian, A. (2019). Disability hate speech: they think they can call me anything. In Sherry, M., Olsen, T., Solstad Vedeler, J., & Eriksen, J. (Eds.). Disability Hate Speech: Social, Cultural and Political Contexts. Routledge.

Exploring the issue of disability hate speech within the broader context of disability hate crime in the UK, the chapter discusses the possible motivations behind disability hate speech and the reasons why little focus has been given to this strand of disability hate crime in British criminal law both in terms of its recognition and trial.

• Soorenian, A. (2019). Personal Assistant scheme: help or hindrance? Journal of Inclusive Practice in Further and Higher Education, 11(1) 14-28.  

Examining the significant impact the Personal Assistant (PA) scheme has made to Disabled students’ quality of life, specifically in the British higher education context, the article is grounded in a group of Disabled international students’ experiences. It explores the reasons why some participants thought the scheme helped with their inclusion while studying at their universities, enabling them to participate in the student community, while others decided against using the service and go it alone. Thus, the intersectionality of students’ ‘Disabled’ and ‘international’ identities, and the confluence of barriers when working with their PAs in a different cultural context to that of their own is central to this article.

• Soorenian, A. (2019). Accessibility Plans as effective tools for inclusion in schools: are they working?

A project research report conducted on behalf of the Alliance for Inclusive Education (ALLFIE), funded by DRILL, into the effectiveness of Accessibility Plans in secondary schools when it comes to reasonable adjustments and driving inclusive education.

Full list of publications

Books

Soorenian, A. (2013). Disabled international students in British higher education : experiences and expectations. Rotterdam, The Netherlands: Sense Publishers. https://doi.org/10.1007/978-94-6209-413-0

Campbell, T., Fontes, F., Hemingway, L., Soorenian, A. & Till, C. (eds.). (2008). Disability Studies: Emerging Insights and Perspectives. University of Leeds: Disability Press.

Book chapters

Soorenian, A. (2024). How Inclusive Is International Education. In Budnyk, O. & Sydoriv, S. (eds.). The Space of Inclusive Education. Leiden, The Netherlands: Brill. 

Soorenian, A. (2023). Excluded from the disability rights debate: The missed voices of people with speech impairments. In Meyers, S., McCloskey, M., & Petri, G. (Eds.). The Routledge International Handbook of Disability Human Rights Hierarchies. Routledge.

Soorenian, A. (2023). Intersectional issues in research with disabled international students. In Mittelmeier, J., Lomer, S., & Unkule, K. (Eds.). Research with International Students: Critical Conceptual and Methodological Considerations. Routledge.

Soorenian, A. (2022). Equal and Inclusive Study Experiences for Disabled International Students. In Glass, C.R., & Bista, K. (eds.). Reimagining Mobility in Higher Education. Springer, Cham.

Soorenian, A. (2020). The accessibility of global mobility for disabled students. In Gaulee, U., Sharma, S. &  Bista, K. (eds.). Rethinking Education Across Borders. New York: Springer.

Soorenian, A. (2019). At the margins of academia – on the outside, looking in: refusing, challenging and dismantling the material and ideological bases of academia’. In Berghs, M., Chataika, T. and El-Lahib, Y. (eds.). The Routledge Handbook of Disability Activism. Routledge.

Soorenian, A. (2019). Disability hate speech: they think they can call me anything. In Sherry, M., Olsen, T., Solstad Vedeler, J., & Eriksen, J. (Eds.). Disability Hate Speech: Social, Cultural and Political Contexts. Routledge.

Soorenian, A. (2017). The accessibility of internationalisation: disabled students – experiences, difficulties, and solutions. In Alphin, H. Jr., Chan, R. & Lavine, J. (eds.). The Future of Accessibility in International Higher Education. IGI Global. https://doi.org/10.4018/978-1-5225-2560-8

Soorenian, A. (2015). Disability hate crime: status quo and potential ways forward. In Beyond 2015: Shaping the Future of Equality, Human Rights and Social Justice. London: Equality and Diversity Forum.

Soorenian, A. (2014). Media, disability, and human rights. In Gill, M. & Schlund-Vials, C.J. (eds.). Disability, Human Rights and the Limits of Humanitarianism. Routledge.    

Soorenian, A. (2008). The significance of studying disabled international students’ experiences in English universities. In Campbell, T., Fontes, F., Hemingway, L., Soorenian, A. & Till, C. (eds.). Disability Studies: Emerging Insights and Perspectives. University of Leeds: Disability Press.

Journal articles

Olson, J., Griffiths, M., Soorenian, A. & Porter, R. (2020). Reporting from the Margins: Disabled Academics Reflections on Higher Education. Scandinavian Journal of Disability Research, 22(1) 265–274.

Soorenian, A. (2019). Personal Assistant scheme: help or hindrance? Journal of Inclusive Practice in Further and Higher Education, 11(1) 14-28.  

Soorenian, A. (2018). Disabled people’s inclusion in education: a global perspective. Disability & Society, 33(5) 810–814. https://doi.org/10.1080/09687599.2018.1453578

Soorenian, A. (2018). Disability disclosure: categorical and cultural difficulties. Journal of Applied Research in Higher Education, 10(2) 182-193.

Soorenian, A. (2017). Inclusive education and disabled students’ genuine right to British higher education. Malta Review of Educational Research, 11(2) 243-259.

Kiuppis, F. & Soorenian, A. (2017). Bridging continents, cultures, and crip theories: teaching Comparative and International Disability Studies in education and sociology. Scandinavian Journal of Disability Research, 19(2) 118–128. https://doi.org/10.1080/15017419.2016.1224200

Soorenian, A. (2016). How inclusive are the pedagogical practices in British universities? The Italian Journal of Disability Studies, 2.

Soorenian, A. (2014). Technological aids: key barriers and experiences of disabled international students. Equality, Diversity and Inclusion: An International Journal, 33(1) 42–53. https://doi.org/10.1108/EDI-02-2012-0009

Soorenian, A. (2013). Housing and transport: access issues for disabled international students in British universities. Disability & Society, 28(8) 1118–1131.

Soorenian, A. (2012). A qualitative study of the experiences of disabled international students in English universities, doctoral thesis, University of Leeds. Disability and Society, 27(3) 457-458.

Project reports

Soorenian, A. & Olsen, J. (2021). The lived experience of disabled people during the COVID-19 pandemic. London: Cabinet Office.

Soorenian, A. & Olsen, J. (2021). Exploring the everyday lives of disabled people. London: Cabinet Office

Soorenian, A. (2019). Accessibility Plans as effective tools for inclusion in schools: are they working? A project report on behalf of the Alliance for Inclusive Education (ALLFIE) funded by Disability Research on Independent Living and Learning (DRILL). Available at:

Other publications

Soorenian, A. & Lisney, E. (2016). Submission on the rights of persons with disabilities for the CESCR Committee’s review of the United Kingdom, prepared on behalf of Sisters of Frida. Available at: .

Soorenian, A. (2014). Gaps in support. Letter for Times Higher Education, 10 March 2014 edition. Available at: .

Soorenian, A. (2012). Disabling university environments. Enabling Education Review, issue 1, EENET Asia.

Soorenian, A. (2012). Economic austerity or justification for denying disabled women’s independence? A report for Sisters of Frida. Available at:

Soorenian, A. (2011). A qualitative study of the experiences of disabled international students in English universities [Dissertation]. University of Leeds.

Soorenian, A. (2009). Extreme isolation: experiences of disabled international students in UK universities. Evidence for Equality: The Future of Equality in Higher Education. Equality Challenge Unit.

Soorenian, A. (2008). Barriers encountered in disability-related support services for disabled international students. The Skill Journal, number 88.

Soorenian, A. (2005). An investigation into the impact of disability arts on the disabled community. MA dissertation, University of Leeds.