This article is rooted in the narratives of four disabled people with obvious impairments within higher education institutions (HEI). Their lived experiences highlight how the adoption of the neoliberal agenda by HEIs has ensured the continued exclusion of disabled academics. This article shares how the implementation of mainstream business structures, and the business ethos, has been experienced by disabled academics seeking equality of education and professional academic opportunities. It demonstrates the personal impacts that can occur when institutions vehemently value income over inclusion and when academic staff adhere to these standards. If the doors to academia were closed to disabled people in the past, neoliberalism has surely locked them.

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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.

This article describes my embodied experience as a disabled academic on a recent academic visit to Armenia. I was led to reflect on interesting contrasts and parallels between the Armenian and British systems, in relation to disabled staff, students and the inclusion of children in the education system. This article begins by contextualising the reasons for and nature of my visit to Yerevan, Armenia. The article then draws on differences and similarities I observed and experienced in such areas as physical access, attitudes, participation in education and the opportunities for disabled students and staff to contribute to academic activities. The article concludes by highlighting some valuable lessons learned from this insightful trip.

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