It all began when I was about five years old and was diagnosed with a learning disability (LD).

I was told, in so many words, that I would not be able to do certain things, or at least it would be more difficult or take me longer than the average person to accomplish. Anyway, I despised the fact that I was different from my peers; even my twin brother was "normal." I was able to manage my LD because I was given the opportunity to attend a special school that taught me how I could work the system, so to speak, in order to succeed. However, I always had this internal struggle over whether I could fulfill my childhood hope of going overseas and learning a foreign language.

When I was in middle school, my best friend's family hosted an international student on a summer exchange program. I was absolutely and totally engrossed by watching this student's experience in the United States, learning English and constantly being exposed to newness. I wanted very much to be in his shoes: in a new land breathing in new air and a new way of looking at the world. By the end of that summer, the international student left and I knew that I needed to make it a priority during college to travel overseas and learn a new language.

Little did I know that six years later I would be preparing to leave for a year abroad in Granada, Spain. I would never have thought it possible that I would be getting ready to take college level courses in Spanish, let alone at a Spanish university! However, what I knew of Spanish and what was required to qualify for my school's International Program in Granada were two separate things. I did not know Spanish grammar, yet I knew if given the time I could speak the language. Something deep within me just knew that I was capable, although everything in my past led me to think otherwise. I forged ahead regardless of the constant reminders of how much longer it had always taken me to memorize, write, read, etc. than other students. I felt an urgency to learn Spanish and it didn't matter that I was slower in the process. Probably, now that I look back on it, being successful in my overseas experience was more of a personal test than academic achievement.

When I arrived in Madrid for orientation before going on to Granada, I was required to immediately adjust to the pace of Spanish academic standards. Being an individual who naturally reads slower than the average student, I knew I would be expected to do much more than my peers in Spain. I spent many days during my first few months just writing notes to myself on what words and phrases meant in Spanish. Because of my LD, I have found that I am much more visual; therefore, I would write out every new word I learned in a journal, which I kept with me at all times. I might have looked funny with my little notebooks, but that wasn't the point-I was going to learn no matter how silly it looked to everyone else!

When I arrived in Spain, I didn't know the spoken language well enough to feel confident in my writing skills, but through day-to-day encounters on the streets of Granada, I aspired to a higher level of comprehension. By the second semester, I knew I wanted to push myself to later accomplish a Bachelor's of Arts (B.A.) in Spanish language. My ability to be completely saturated in the Spanish culture enabled me to excel where my peers struggled. I'm not sure why it turned out that way, but my learning curve was noticeably fast in comparison with others in the program. As a matter of fact, during my group's farewell dinner, the directors of the International Program gave out informal titles to some students based on successes throughout the year and I was honored as the one who most excelled.

I relied solely on my interactions with the Spanish people for the true learning that took place during my year in Spain. I know now what experiential education means, and without this piece to the puzzle, I would never have become fluent in written and spoken Spanish. I completely enveloped myself in Granadina affairs; I learned and actively danced the Sevillanas and Flamenco; partook in the feast of food and drink and the daily siesta; went to church services with my Spanish friends; and even found a boyfriend who was a professional indoor soccer player and took me all over the country! I hereby give thanks to all those who were patient with me while I struggled to learn their language and culture!

The year following my experiences in Spain, I completed my B.A. in Spanish while simultaneously finishing my B.A. in Intercultural Communication. Due to my LD, I thought I was sure to have problems memorizing, reading and interacting in Spanish. Much to my surprise, I learned much quicker than my peers and realized that I truly am a visual learner. In all honesty, I do not know if I ever would have learned Spanish if I had not gone overseas. Somehow, I found the courage to apply for the exchange program, and as a result of that, I now understand another way of living and being a better and stronger human being.

Also, after having been successful abroad, I suddenly realized that my alma mater needed to actively inform the proportionately large disabled student population on campus that they could participate in study abroad programs offered by the school. So, I designed a study abroad program for others that actively included people with disabilities.

The exchange program was developed during my first year in graduate school, for the purpose of inclusive programming in education abroad systems. In my opinion, there is a serious need for the involvement of all students in international exchange and I find such programs as the one I participated in, and the one I designed, to be significant building blocks toward the understanding, acceptance and inclusion of everyone, both here in the United States and abroad.