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The purpose of this paper is to analyze a group of disabled students’ views and feelings on disclosing the nature of their impairments by applying via Universities and Colleges Admissions Service (UCAS, 2016), using a numerical coding system. The adequacy of “disability” categories on both university and UCAS forms, and related sensitive issues will be central to this paper.

Thus, the author will visit the debates surrounding the two contrasting models of “disability”, namely, the individual medical and the social model of “disability”. The associated advantages and disadvantages that are ensued will be examined.

This paper will conclude by offering inclusive solutions to disclosure, which are sensitive to both impairment and cultural-related issues and encourage disclosure from students with a wide range of impairments. The benefits of all-encompassing inclusive practice and the resulting wider implications for the student population at large will, therefore, be highlighted.

There is an acute shortage of similar kinds of research conducted on disabled international students’ experiences of disclosure, which make the current work timely and original.

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.

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.

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.

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.