Rebecca Berman is about to achieve a significant milestone: her one-year anniversary working with World Learning is fast approaching. Since learning about the organization's work in international education and development as well as its commitment to disability inclusion, Rebecca knew it would be a good fit for her. Over the past year, she has come to appreciate the importance of finding balance in various aspects of her work.
From the beginning of her studies at Boston University, Elana knew she wanted field experience helping children with and without disabilities to lead healthy and fulfilling lives.
“I thought it would be cool to do an internship overseas because it would give me a unique perspective from another culture for my future career.”
So she looked into all her options, and took an active role in getting necessary accommodations for an internship while studying abroad in Australia for a semester.
Quest Visual Theatre takes the concept of using movement and visual interpretation to cross cultures one step – or make that several steps and a leap – further.
The majority of this company’s theater performances include no spoken or signed language, which also levels out communication between Deaf and hearing actors and audiences. Tim McCarty, who is hard of hearing, is the U.S. theater group’s President and Artistic Director.
As a professional with a congenital hearing disability who has studied abroad and traveled to over ten countries, Irene Scott understands firsthand the challenges and rewards of sending students with disabilities abroad. It also places her in a unique position at the Study Abroad Programs Office at Texas A&M University: that of a confidante or role model to students with disabilities who seek overseas experiences of their own.
A Hendrix College graduate in English Literature, Laura Podd traveled for a year to Guatemala, Ireland, Thailand, and Ukraine. And she had $25,000 on a Thomas J. Watson Fellowship to do it. Laura didn’t speak the local languages, but she took some Spanish courses and found local volunteers who translated into English. Those she met who spoke with heavy English accents took repetition to understand. Laura, who describes herself as having a mild hearing impairment, uses hearing aids and lip-reading well enough that most people do not immediately know that she has a disability unless she tells them.
One day while teaching as usual, I noticed new parents appeared with their Deaf daughter. After my colleagues and I met with the parents, I was shocked to discover that their daughter never had been to school or learned sign language. Instead, she stayed at home and worked on the farm. She was already 18 years old. It was heartbreaking for me.
Sitting in class with Deaf peers and a teacher signing in American Sign Language, I realized how fortunate I was to be at Ohlone College in Fremont, California.
There, I studied English and Math, made friends with Deaf international and American students, learned from signing instructors, and played on the college soccer team. What would I have done had I not come to the United States? When I finished high school in Zambia, I likely would have lived with a friend and tried finding odd jobs to get by.
As a teacher at the Wisconsin School for the Deaf, my students started a project to assist their peers who struggle with reading. Although my students are fluent English readers, the vast majority of the school’s freshmen students are English Language Learners who cannot read at the 9th grade level, which makes novels used for course curricula inaccessible to them.
Ingrid Sala-Bars wanted to strengthen her academic research, and international exchange allowed her to do just that. Ingrid is from Spain, has a hearing loss and wears hearing aids.
For Christine Bélanger and her fellow volunteers, living with, working alongside, and learning from the local people and leaders of the host community in Guatemala elevated their experience from travel to citizen diplomacy exchange.