I never stopped to think about the possibility of not being accepted to teach English in France because of my disability. I knew I had the skills to do the job and desperately wanted to go to France for an extended period.

I departed the U.S. for my teach abroad position as a Foreign Language Assistant through the Foreign Language Assistant program sponsored by the French Ministry of Education and the Cultural Services at the French Embassy on Sept. 26, 2001. I am a full-time wheelchair user due to cerebral palsy. I can’t walk without assistance and I am unable to stand on my own. I knew I could handle living in France as I had visited once before on a short immersion program through my university, however, I did wonder about accessibility and being able to accomplish necessary tasks like grocery shopping.

After packing all my stuff in a huge backpack and strategically balancing it on my wheelchair, I left my home for the airport setting out on my adventure abroad. I arrived in Rennes exhausted and a little nervous (I had not practiced my French in six months!). From the time I landed, I was already surprising people with my independence skills. My advisor and supervisor took me to the grounds of the Institute pour la Formation de Maitres (L’IUFM) and showed me to my room at the small dormitory for international students. While the other language assistants were staying in the dormitory for a short time while searching for suitable apartments, I was allowed to live there for the duration of my job since accessible housing is scarce. This willingness to do something out of the ordinary allowed me to have appropriate housing and the L’IUFM to keep a qualified assistant.

“The director of L’IUFM was immediately in favor of accepting Melissa as an assistant. It seemed to us that having her could be an advantage for the school. Some of our students-- unfortunately too few—could have disabled students in their classes. Our view was that to work with an assistant who was disabled could lead them to evolve in their teaching,” explained Brigitte Gruson, English professor and Language Assistant supervisor.  

As an assistant I was expected to work 12 hours each week assisting with language classes, leading sessions in the language lab and facilitating conversation groups. My students ranged from very experienced teachers returning for refresher courses to young people earning their credentials. The students and teachers at the IUFM were very excited to have two language assistants from the U.S. because it provided them with exposure to a native speaker.   Some of my most memorable experiences as a teacher were not about teaching English, but about introducing my students to American culture.  I often team-taught with another American language assistant. We were able to give our students more resources, broader activities, and differing views as a result of our teamwork.

“As a result of working with Melissa, I learned to be more persistent and ask questions that I might not have thought to ask before: I also realized that there are many resources available to us, in all situations and systems, that we don't use. Understanding those systems and learning how to tap into resources is a very powerful tool in and of itself,” recalled Elijah Wood, American Foreign Language assistant.

Because I represented a person with a disability from the U.S., I was asked by a nearby elementary school to assist with two classes that included students who used wheelchairs. I was honored to introduce children with and without disabilities to someone who was living independently and from another part of the world. The students were eager to learn and were much more willing than a lot of my university students to use their English skills and were bolstered by youthful confidence when it came time to practice. I played games like Simon Says with the children and shared my culture with activities like music, stories, and American holiday traditions. Helping all of the kids to see people with disabilities were just like anyone else was one of the most important contributions I made while teaching abroad.

“I think when people with disabilities from the U.S. go abroad, they highlight the differences between domestic and foreign systems that serve them, which can lead to improvements on both fronts,” Elijah Wood.

A position as a foreign language assistant is far from all work and no play. I participated in the university choir; I lived with students from around the world in the dormitory (the Dutch and Belgium girls who stayed the entire time I was there became like family); I went to a foreign student night at one of the local pubs and met French and other international travelers; I took a ski vacation with my French friend; visited local sites; enjoyed an opera; and visited the beach for a weekend. Teaching abroad introduced me to French culture, people, and disability perspectives in another country.

Looking back this experience has changed the entire course of my life. Through this experience I discovered my love of helping others to learn and explore. I also saw my own home and culture in ways I don’t believe I would have otherwise, which gave me a renewed sense of civic pride and responsibility. This later led me to serve my community through AmeriCorps service and finally to a position with the National Clearinghouse on Disability and Exchange working to assist exchange organizations to include people with disabilities and encouraging other people with disabilities to participate in international experiences. I would do it again in a heartbeat!

“The advantages of having a language assistant with a disability included showing our students that everything is relative. Their little “difficulties” seemed less important, and more over, Melissa’s participation in this exchange project was an excellent way to show the students that working abroad is not an impossible adventure,” said Brigitte Gruson.

Lessons From my International Experience

1. Work with a good travel agent familiar with your needs.

2. Bring tools to repair any equipment and spares for anything damaged easily such as crutch tips, spare tires and tubes.

3. If your equipment has the possibility of being taking apart, tag all the parts and pieces with your name and a destination address and phone number.

4. Make sure you have all of your documents in order and translated for any paperwork or work permits. Bring copies!

5. Be up front with any accommodations needs, and be flexible as to what accommodations will meet your needs.

6. Learn to ask for and refuse help politely in the native language.

7. Practice a simple explanation of what your disability is in the language.

8. Check out any types of alternative transportation systems before you go such as a door-to-door service or special taxi service.

9. Keep your luggage minimal especially if you need help with luggage.

10. Take pictures and document your experience. You never know if one of the skills you learn will be useful later on a resume or interview.

11. Don’t be afraid to try new things and step outside your comfort zone. You may find your passion in life.