Dr Armineh Soorenian

Faculty of Social Sciences

Research Associate

Armineh Soorenian
Armineh Soorenian
Profile picture of Armineh Soorenian
a.soorenian@sheffield.ac.uk
The Wave

Full contact details

Dr Armineh Soorenian
Faculty of Social Sciences
The Wave
2 Whitham Road
Sheffield
S10 2AH
Profile

I am a Research Associate with iHuman and the School of Education at the University of Sheffield. I am working on the Environment strand of Wellcome Anti-ableist Research Culture project funded by the Wellcome Trust. We will be using Recruitment Case Studies of previous, current and future research posts as well as qualitative research methods to review and promote equitable and inclusive forms of employment for disabled researchers.

Research interests

My research focus has been in the fields of Disability Studies and Education, starting with my PhD at University of Leeds, Centre for Disability Studies, which investigated the inclusivity of British universities for disabled international students and the accessibility of internationalisation of higher education. I then turned my research focus onto examining Accessibility Plans in secondary schools and their effectiveness in developing inclusive education settings for disabled children and young people, while working in a Disabled People’s Organisation. I developed further research interests in disability policy when working in Disability Unit, Equality Hub, Cabinet Office. I commissioned and managed specific policy projects based on disabled people’s lived experiences in the UK in such areas as Employment, Social Care and Support, and Public Perceptions and Attitudes towards disabled people. Working across departments and arms-length bodies in the government, I have been involved in research projects on disabled people’s experiences of Cost of Living, gathering qualitative and quantitative evidence to inform and influence policy. My other research interests and writings include disabled academics, disabled women, intersectionality, disability arts and representations, disability hate crime, and inclusive research methods. I have also research interests in the implementation of UNCRPD in domestic context. 

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. https://disability-studies.leeds.ac.uk/publications/disability-studies-emerging-insights-and-perspectives/

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. https://doi.org/10.1163/9789004688131

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. https://doi.org/10.4324/9781003410089

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. https://doi.org/10.4324/9781003290803

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. https://doi.org/10.1007/978-3-030-93865-9_8

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. https://doi.org/10.1007/978-981-15-2399-1_4

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. https://doi.org/10.4324/9781351165082

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. https://doi.org/10.4324/9780429201813

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. https://www.equallyours.org.uk/wp-content/uploads/2015/04/EDFJ3259_Beyond_2015_publication_22.07.15_WEB.pdf

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. https://doi.org/10.4324/9781315577401    

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. https://disability-studies.leeds.ac.uk/publications/disability-studies-emerging-insights-and-perspectives/

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. https://doi.org/10.16993/sjdr.670

Soorenian, A. (2019). Personal Assistant scheme: help or hindrance? Journal of Inclusive Practice in Further and Higher Education, 11(1) 14-28. https://nadp-uk.org/wp-content/uploads/2019/06/JIPFHE.ISSUE-11.1-June-2019.pdf 

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. https://doi.org/10.1108/JARHE-04-2017-0051

Soorenian, A. (2017). Inclusive education and disabled students’ genuine right to British higher education. Malta Review of Educational Research, 11(2) 243-259. https://www.mreronline.org/wp-content/uploads/2017/12/6-Armineh-Soorinen.pdf

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. https://doi.org/10.1080/09687599.2012.758033

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. https://doi:10.1080/09687599.2012.672050

Project reports

Soorenian, A. & Olsen, J. (2021). The lived experience of disabled people during the COVID-19 pandemic. London: Cabinet Office. https://www.gov.uk/government/publications/the-lived-experience-of-disabled-people-during-the-covid-19-pandemic/the-lived-experience-of-disabled-people-during-the-covid-19-pandemic

Soorenian, A. & Olsen, J. (2021). Exploring the everyday lives of disabled people. London: Cabinet Office. https://www.gov.uk/government/publications/exploring-the-everyday-lives-of-disabled-people/exploring-the-everyday-lives-of-disabled-people

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). https://www.allfie.org.uk/inclusion-resources/accessibility-plans-as-effective-tools-for-inclusion-in-schools-are-they-working/

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. http://www.enil.eu/wp-content/uploads/2016/06/Submission-to-CESCR-Committee-Sisters-of-Frida-UK-.pdf.

Soorenian, A. (2014). Gaps in support. Letter for Times Higher Education, 10 March 2014 edition. http://www.timeshighereducation.co.uk/comment/letters/gaps-in-support/2012020.article.

Soorenian, A. (2012). Disabling university environments. Enabling Education Review, issue 1, EENET Asia. https://www.eenet.org.uk/enabling-education-review/enabling-education-review-1/eer-1/1-16/

Soorenian, A. (2012). Economic austerity or justification for denying disabled women’s independence? A report for Sisters of Frida. http://www.sisofrida.org/economic-austerity-or-justification-for-denying-disabled-womens-independence/

Soorenian, A. (2011). A qualitative study of the experiences of disabled international students in English universities [PhD thesis]. University of Leeds. https://etheses.whiterose.ac.uk/5791/

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. https://www.advance-he.ac.uk/knowledge-hub/evidence-equality-future-equality-higher-education

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. https://www.academia.edu/9558288/An_investigation_into_the_impact_of_Disability_Arts_on_the_disabled_community_at_large

Professional activities and memberships

Reviewer for various journals from June 2012 – present, including:

  • Equality, Diversity and Inclusion: An International Journal
  • Journal of Applied Research in Higher Education
  • International Journal of Inclusive Education 

British Council, UK

Disability Advisory Panel Member (October 2007 – present)

Expert advisor to the British Council Equality and Diversity team to ensure inclusion in all British Council activities.

Government Social Research Profession (June 2023 - present)

Government Social Research (GSR) is the analytical profession within Government for Civil Servants who generate and provide social and behavioural research and advice.

Publications
  • Soorenian, A. (2024). How Inclusive Is International Education. In Budnyk, O. & Sydoriv, S. (eds.). The Space of Inclusive Education. Leiden, The Netherlands: Brill. https://doi.org/10.1163/9789004688131

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. https://doi.org/10.4324/9781003410089

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. https://doi.org/10.4324/9781003290803

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. https://doi.org/10.1007/978-3-030-93865-9_8

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. https://doi.org/10.1007/978-981-15-2399-1_4

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. https://doi.org/10.16993/sjdr.670

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. https://doi.org/10.4324/9781351165082

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. https://doi.org/10.4324/9780429201813

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.

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.

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.