The National Clearinghouse on Disability and Exchange (NCDE) encourages U.S. students with disabilities who are attending community colleges, especially those from diverse backgrounds, to participate in overseas programs. NCDE can provide information, resources and training to community college faculty members and study abroad staff on how to best include students with disabilities in these international programs.

Additionally, NCDE can advise community college professionals on access issues related to advising international students with disabilities enrolled at community colleges, and to inform students with disabilities from abroad about the benefits of attending U.S. community college programs.

Technical Assistance Resources

International Students to the U.S.

U.S. Students, Faculty and Staff Exchange Programs

Technical Assistance Resources

Whether it is establishing your own study abroad program or tapping into existing programs offered by others, community colleges have the perfect opportunity to be inclusive from the beginning of the process. Students with disabilities have similar international dreams and interests as their nondisabled peers who choose to study, volunteer or intern abroad during their college experiences.

Students with disabilities make up a significant percentage of the student body on many community colleges nationwide. As community colleges are working to increase the opportunities for global learning as part of community college curriculum and campus activities, students with disabilities need to know that they are welcome to participate also. These programs should reflect the diversity of a campus, by including targeted outreach to and access for students with disabilities as well as other under-represented groups.

The American Association of Community Colleges has published a couple articles on the importance of community colleges to look at and respond to globalization trends. As more emphasis is put on international and intercultural knowledge in preparing for future employment, all students need to be preparing themselves with global competence. And international exchange participation often leads to an advantage in seeking employment whether you have a disability or not. Lynnae Ruttledge, Director of Washington State's Vocational Rehabilitation Division, feels it is vital for students with disabilities to include international experience as part of their preparations to enter the increasingly global US job market. “Even with the Americans with Disabilities Act (ADA), people with disabilities in this country still are not always considered equally for positions of employment.  A job applicant with a disability who has international experience brings that much more to the table to support their qualifications for the job.”

The National Clearinghouse on Disability and Exchange (NCDE), sponsored by the Bureau of Educational and Cultural Affairs of the United States Department of State and administered by Mobility International USA, offers community college members information on outreach to and the inclusion of students with disabilities in international education and study abroad programs. By tapping into the free information, resources and tip sheets offered through this clearinghouse, study abroad administrators can:

• Adapt existing access checklists and contact disability organizations abroad to be able to select sites with inclusive and available services;
• Utilize short videos or local trainers with disabilities from NCDE to motivate community college audiences to pursue international exchanges;  
• Tap into NCDE’s colleague to colleague and peer to peer networks to find individuals to share their strategies with you or a student with a disability interested in going overseas;
• Read NCDE publications to learn a wealth of practical, how-to ideas on creating inclusive programs and stories of success for those organizations and individuals with disabilities who have done it;
• Explore the tip sheets and free resources on the MIUSA website.
• A World Awaits You journal free online! Read this issue titled, "Community Colleges: Expanding Global Horizons -- U.S. Students with Disabilities Going Abroad and International Students with Disabilities in the U.S." to learn from first-hand experiences of colleagues.

Professional Conferences

The NCDE presented a session titled "Community College, Then the World: Including students with disabilities in study abroad programs" on October 3, 2006 in Fremont, California at the California Colleges in International Education Conference, and on February 19, 2007, at the CCID/Community Colleges for International Development's 31st Annual Conference in San Antonio, Texas. To learn about how community colleges can develop study abroad programs, take a look at the Trioka programs created by CCID.

For general comments about the value of international students accessing U.S. community colleges and the need for community colleges to send more students abroad, read the speech from Allan Goodman, President of the Institute of International Education, at the American Association of Community Colleges Annual Convention in April 2007.

International Students to the U.S. 

What is a community college?

Community colleges provide a wide range of academic and professional programs. The most popular program is the two-year university-transfer Associate's degree in which students finish the first and second years of their Bachelor’s degree, and then transfer to a four-year university to complete the third and fourth years of the Bachelor's degree. Most large community colleges offer a wide variety of courses, so that students can progress in their majors as well as complete their general education requirements for university. Community colleges also offer one- and two-year
certificates and degrees in many areas of professional and technical training for career preparation.

“In recent years, Associate's Institutions have been attracting growing numbers of international students. And in particular, these institutions have seen the largest percentage increase of all the Carnegie Institutional Types (57.9%). This is not surprising, given the nature of community colleges. Community colleges fill a certain niche in U.S. higher education. International students are attracted to community colleges for the same reasons as American students are: a low-cost, quality education, which offers flexible and innovative programs of study not found at the traditional four-year colleges and universities. Community colleges also present different educational opportunities to international students, since they are also a unique feature of the U.S. higher education system, not found in most other countries.” For the full article by Hey-Khung Koh and Facts on International Students at Community Colleges, go to the Institute of International Education website. Also learn more in the EducationUSA Connections Journal: Community Colleges in the USA.

Benefits to attending a U.S. community college as an international student include:

• Low-cost of tuition
• University transfer programs
• Small classes with high quality instruction
• English language programs
• Options to stay with host families
• Personalized advising services

Exchange Resources

International Student Study Guide to Promote US Community Colleges Worldwide

• The American Association of Community Colleges designed this guide to inform and inspire international students to begin their higher education at U.S. community colleges. Approximately 20,000 copies of the guide will be distributed all over the world to overseas educational advising centers, Fulbright offices, U.S. embassies and high schools. Students can locate educational advising offices close to them.

American Association of Community Colleges' Website for International Students

• A web resource for international students to browse college profiles, get answers about two-year degree programs, locate a college by location or field of study, apply on-line or request information directly from the college.

• Community College Summit Initiative Program

  • The U.S. State Department, with cooperation from the U.S. Department of Education and U.S. Agency for International Development, is providing assistance awards to support international undergraduate students at accredited U.S. community colleges. This program is primarily for underserved, nonelite international students, particularly women and students in their early and mid-20s from selected priority countries who already have work experience. Students in six countries will be selected to receive the awards. Currently this initiative focuses on Egypt, bringing more than 1,000 Egyptian students, junior faculty and vocational school administrators to U.S. community colleges for one year of vocational and professional certificate studies. The exchange is designed to allow participants to enter the workforce immediately after they return to Egypt. The junior faculty and vocational school administrators program will incorporate intensive English language training. 

The Worldwide Fulbright Scholar-in-Residence Program 

• The Worldwide Fulbright Scholar-in-Residence Program brings visiting scholars and professionals from abroad to lecture at U.S. colleges and universities for one semester or one academic year. In addition to teaching courses, scholars give campus-wide and community lectures, help initiate international programs and contribute to curriculum development. Under the Scholar-in-Residence Program, interested institutions submit proposals to invite scholars to teach one or more courses and to be in residence for a semester or an academic year. Although preference is given to proposals in the humanities or social sciences, other fields focusing on international issues will be considered. The program is especially appropriate for small liberal arts colleges, minority-serving institutions, and community colleges, many of which do not often have the opportunity to host visiting scholars. 

Youth for Understanding USA

• International secondary school graduates between the ages of 17 and 23 can participate in university-level academic exchange programs at community colleges across the United States. Students can choose between a semester or year-long English Language Program, the Academic Semester Program, or the academic-year Certificate Program. A two-year degree program is also offered, where students live independently in apartments during the second year. 

Disability Information

For information specific to disability services and accommodations at community colleges and other 2-year postsecondary schools (of which international students with disabilities qualify regardless of citizenship), read the following fact sheets:

American Association of Community Colleges

• Disability Support Services Directory of Community Colleges

HEATH: Resource Center for Postsecondary Students with Disabilities

• Students with Disabilities and Access to Community Colleges
• Community Colleges and Students with Disabilities

National Center for the Study of Postsecondary Educational Supports 

• A comparison of accommodations and supports for students with disabilities in two-year versus four-year postsecondary institutions

National Clearinghouse on Disability and Exchange

• Resource Sheets on Traveling with Specific Disabilities
• Financial Aid Information for Non-U.S. Citizens for Exchange Programs

Stories from International Students

A World Awaits You journal free online! Read this issue titled, "Community Colleges: Expanding Global Horizons -- U.S. Students with Disabilities Going Abroad and International Students with Disabilities in the U.S." to learn from first-hand experiences of international students with disabilities on the community college campus.

Emil Gavrailov, an international student at the College of the Siskiyous in Weed, California, worked at the disability service office and learned how students with disabilities from Bulgaria could benefit from coming to study in the United States.

Yelena Semyonova, a Russian international student who has a prothestic leg, participated on the Youth for Understanding program to study at Iowa Lakes Community College in the United States.

U.S. Students, Staff and Faculty Exchanges

Study Abroad Articles

Seeking to Prepare Global Citizens, Colleges Push More Students to Study Abroad highlights the issues faced by U.S. community college students to study abroad. By Debra E. Blum, Chronicle of Higher Education, October 23, 2006.

Community College Study Abroad: Making Study Abroad Accessible to All Students looks at the barriers and gains in making community college exchanges accessible to underrepresented students. By Rosalind Raby, California Colleges for International Education, IIENetworker, Fall 2006.

International Programs at Community Colleges provides highlights from a survey regarding community colleges’ involvement in international programs and services.  The survey shows a great increase in the interest of community colleges to prepare their students for a global community.

Disability Information

The National Transition Longitudinal Study 2 published in 2005 found that more youth with disabilities are enrolled in 2-year/community colleges than other types of postsecondary schools. Although their current rate of attending postsecondary school is less than half that of their peers in the general population, their rate of current enrollment in 2-year/ community colleges is not significantly different. One out of five have taken classes from a 2-year or community college since leaving high school. Youth with autism (35%) or other health impairments (31%) are among the most likely to have attended a 2-year school. For further details on what types of disabilities community college students have see Profile of Undergraduates in U.S. Postsecondary Education Institutions: 2003-04, With a Special Analysis of Community College Students. Table 6 in the full document provides information on students with disabilities broken down by disability type.

The National Clearinghouse on Disability and Exchange encourages more people with disabilities who are connected to community colleges to consider an overseas experience. To help in planning for access related barriers, the NCDE offers these disability-specific travel tipsheets, publications, online resources and financial aid for people with disabilities wanting to go on an international exchange program.

Student with Disabilities Stories

A World Awaits You journal free online! Read this issue titled, "Community Colleges: Expanding Global Horizons -- U.S. Students with Disabilities Going Abroad and International Students with Disabilities in the U.S." to learn from first-hand experiences of community college students with disabilities who traveled abroad.

Learn from these stories and the following three students with physical disabilities experiences on their programs abroad:

• Tracee Garner, as a student at North Virginia Community College, participated in a summer disability rights and leadership exchange to Costa Rica.
• Eric Harper, as a student at Rogue Community College in Oregon, participated in a short-term program to South Africa and Botswana.
• Revecca Torres shares her experiences on a short-term fashion exchange to Paris when she was a student at Harper College in Illinois (videoclip and transcript) and a later arts and disability summer exchange to England.

Exchange Programs

While many community colleges will offer their own faculty-led programs, there are some national or statewide programs listed below that provide opportunities for students, staff and faculty from many different community colleges to participate.

ACCENT International Consortium for Academic Programs Abroad

• ACCENT is an independent study abroad program provider coordinating overseas study programs in partnership with U.S. colleges and universities. ACCENT works with schools to develop unique overseas study experiences in Paris, Florence, London, Madrid and Rome. Their San Francisco headquarters works with the ACCENT Centers overseas to provide comprehensive support for community college and other programs both before departure and throughout the program overseas. ACCENT will tailor its services to the school's specific academic objectives.

College Consortium for International Studies

• CCIS is a partnership of colleges and universities – two and four year, large and small, public and private, domestic and foreign – encompasses the broad spectrum of international higher education. CCIS members sponsor a variety of programs, such as study abroad programs and professional development seminars for faculty and administrators, which are designed to enhance international/intercultural perspectives within the academic community. CCIS offers a choice of more than 80 study abroad programs in 31 countries around the world for a semester, summer, or full academic year. 

Congress-Bundestag Young Professionals Exchange

• This exchange is dedicated to young professionals between the ages of 18 and 24 who study for one semester in language schools and institutions of higher education and participate in practical training with a German company for one semester. The program is designed primarily for career-oriented young adults in business, technical, agricultural and vocational fields. Prior German language skills are not required. Applicants to the CBYX Young Professionals exchange should be:
  · A high school graduate with a good record of academic achievement
  · No younger than 18 and no older than 24 at time of application
  · Have a well-defined career goal and practical work experience

Fulbright German Studies Seminar

• Scholars from U.S. universities, colleges, and community colleges who hold full-time teaching appointments and meet other academic requirements (Ph.D., Ph.D. candidacy or other equivalent degree or qualifications) are eligible. The program is in English and the grant is for two weeks. 

NASPA: Student Affairs Administrators in Higher Education

• NASPA offers student affairs professionals opportunities to visit with student affairs colleagues and learn how student affairs work is conducted in other countries. Countries range from Australia to Ireland, from South Africa to China. Selection of NASPA members to participate in the International Exchange Program is handled by the Coordinator of International Exchanges. Factors that are considered in the identification process of colleagues for the experiences include: 1.) NASPA membership, 2.) involvement with the International Education Knowledge Community or other NASPA initiatives, 3.) geographic, institutional, race/gender, and professional experience diversity, 4.) agreement to attend future NASPA International Symposia, and 5.) agreement to serve as the coordinating venue host for a future delegation from one of the relationships when requested.

Peace Corps Volunteering with an Associate’s Degree

• An associate degree and/or work experience can help make community college students eligible to serve as a Peace Corps Volunteer in areas such as youth development, health and HIV/ AIDS, business development and information technology, agriculture and the environment, and skilled trades. A combination of education, willingness to learn, work and/or volunteer experience, and a demonstrated interest in one of the programs listed on its website can set the course for a career-enhancing adventure in the Peace Corps.

Work Immersion Study Program in Germany

• A cooperative program with the American Association of Teachers of German (AATG) and the Landesstiftung Baden Württemberg, specifically designed to provide American community college students with intensive German language training and internships at German companies. Qualifications: one-year community college study in a business or technical field, practical experience in chosen field, one semester of German, age 18-27, and U.S. citizen. Duration of the exchange is 3 months, June - August. Scholarships provided.

Virginia Council on International Education (VaCIE) and the Virginia Community College System (VCCS) Program

• A  faculty exchange between the Virginia community colleges and the further education systems of the United Kingdom and the Netherlands. The purpose of the exchange is to learn new educational techniques, to study the approaches taken by different educational systems, and to learn something of the history and culture of another nation. This broadens one's intellectual perspective and better prepares faculty for an increasingly multicultural and international classroom. The structure of the exchange is that every Virginia delegate is matched with a Dutch or British faculty member, preferably from the same discipline. The European delegates come to the United States for a two-week visit in October. Virginia delegates make their return visit in May after commencement. Participants observe classes, interview administrators, visit libraries, and pursue other academic activities in line with their interests. Each delegate, as part of the application process, creates a proposal regarding what is to be accomplished. The exchange uses the home visit concept in which each delegate stays in the home of his or her partner.

To search for other exchange programs, including service-learning volunteer programs abroad, go to NCDE's exchange database.