Many international exchange organizations and study abroad offices are making  diversity a top priority in their programs, and are undertaking outreach efforts aimed at increasing the inclusion of underrepresented groups as participants, hosts, volunteers, homestay families and staff members. People with disabilities are an underrepresented group, but are also members of other minority and disadvantaged audiences. Cutting-edge international exchange organizations weave diversity into the design of their programs by including individuals from diverse backgrounds and experiences as participants, volunteers, staff and host families, including people with disabilities.

Students with disabilities typically make up a significant portion of any student body (9% at most universities) and should be proportionally represented in study abroad programs. Individuals with disabilities have important contributions to make toward cross-cultural understanding and have as much to gain from study abroad experiences as their non-disabled peers.

For many students with disabilities, international exchange and study abroad offer a range of new challenges related to accessibility and opportunities to explore new strategies for independence and inclusion. International exchange programs can ensure that the life-changing benefits of international experiences are available to people with and without disabilities. Our world needs all its people to be internationally engaged, globally aware and to contribute. 

How can we recruit more students with disabilities to participate in our programs?

1. Add Promotional Messages and Welcoming Language
2. Use Media Resources
3. Provide Scholarships
4. Utilize Peer and Family Connections
5. Promote Disability Inclusion as an Organizational Value
6. Budget for Reasonable Accommodations
7. Train Staff and Volunteers
8. Network with Local, Regional and National Organizations
9. Provide Equal Access to the Screening and Selection Process
10. Summary 

Add Promotional Messages and Welcoming Language

Include welcoming and inclusive language in public presentations and program literature. Examples include:

•  “We encourage people with disabilities and others to apply.”
•  “People with disabilities are valued members of our organization.”
•  “We provide reasonable accommodations as needed to people with disabilities.”
•  “Sign language interpreters available upon request.”
•  “Our facilities are wheelchair-accessible.”
•  “Our program materials are available in alternative formats

(Braille, tape, computer disk, large print, etc.) upon request.”

Recruitment materials such as brochures and posters should include images of people with disabilities, and, if possible, stories or quotes by participants with disabilities who have participated successfully. Free poster and recruiting materials with inclusive images.

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Use Media Resources

Solicit stories from the participants and staff with disabilities involved in the program and disseminate their stories through publications, websites, newsletters and other media reaching exchange and disability audiences.  Disability-related observations and anecdotes by a participant with a disability will enrich the narrative; disability-specific information, real-life lessons learned or recommendations from alumni with disabilities can help reduce barriers and break down preconceived notions of what is possible. The main focus of stories and articles should be on the exchange experience, not the disability of the individual.

Include disability organizations, publications and websites on distribution lists for press releases, outreach materials and program information. Use Mobility International USA’s online searchable database to find disability organizations worldwide:  www.miusa.org/orgsearch. 

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Provide Scholarships

Financial assistance is one of the best tools for encouraging the participation of populations usually underrepresented in international exchange. Offer scholarships to members of underrepresented communities, particularly those that traditionally have had limited access to financial resources.

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Utilize Peer and Family Connections

Offer to put individuals with disabilities who are considering applying or who have already been accepted into a program in contact with alumni with disabilities to provide opportunities to address questions and concerns with a peer who has successfully participated in the program.  The National Clearinghouse on Disability and Exchange’s  Peer-to-Peer Network (www.miusa.org/ncde/stories/peernetwork) is an excellent resource for linking students with disabilities with experienced peers. Peer Spotlight:Meet Members of the peer network!

Since family support can make or break a participant’s chances of going on an exchange program, some programs offer to foster links between families of applicants and families of returnees. These contacts help parents and other family members feel confident about supporting their child’s desire to go abroad. For young people with disabilities, their parents often play a larger role in their lives for a longer period of time. Therefore, if your program materials can convince the parent that this is a worthwhile experience, you may have a better chance of the person with the disability participating in your program. Make time to talk with the potential participant and their parent during the early phases of recruitment.

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Promote Disability Inclusion as an Organizational Value

Convey the message that your organization values diversity and inclusion. Program administrators should foster a commitment to including people with disabilities at all levels of their organization, and should work with overseas partners and affiliated organizations to provide programs and develop policies that support inclusion. This is especially important when considering compliance with the Americans with Disabilities Act (ADA).

Link to Mobility International USA’s National Clearinghouse on Disability & Exchange website (www.miusa.org/ncde) to inform potential participants with disabilities of your organization’s commitment to inclusion. See our Checklist on Inclusion to assess your organizations current level of inclusion.

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Budget for Reasonable Accommodations

By investing wisely in the full participation of individuals with disabilities, international exchange organizations take powerful steps toward reaching diversity goals. Budgeting for the inclusion of people with disabilities should be an integral part of overall budgets. Many organizations are concerned about the cost of making programs accessible to people with disabilities, so incorporating a "disability accommodation" line item into every project and administrative budget is the most reliable way to ensure that resources are there when needed (3% of program costs is usually adequate). The investment of financial resources represents a critical benchmark of an organization’s commitment toward diversity.

Costs associated with making programs accessible for people with disabilities need to be just as proactively incorporated into budgets, ensuring that people with disabilities will be able to contribute fully to the goals of the program.

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Train Staff and Volunteers

Create a position within the organization that focuses on increasing the diversity of staff, administrators, volunteers and program participants. Fill staff and volunteer positions with qualified individuals who add diversity. Staff members who have disabilities, like people from other minority backgrounds, can bring expertise and perspectives that increase an organization’s capacity to be inclusive. A person with a disability on a recruiting committee can provide excellent problem-solving insights and help identify other useful contacts.  

Ensure that disability-inclusive policies are communicated to all staff members and volunteers in an organization. Interaction with an unsupportive or uninformed staff member can negate otherwise positive recruitment efforts. People who are involved in any aspect of promoting the organization’s programs—whether answering phones, attending conferences, giving community presentations or other public relations activities—should be prepared to answer questions about the program’s policy on including people with disabilities. A positive, inclusive attitude is perhaps the best recruitment tool an organization can have.

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Network with Local, Regional and National Organizations

Identifying contacts at organizations that are led by and work with people with disabilities is essential to recruiting and accommodating participants with disabilities in international exchange. University disability services offices, local independent living centers, rehabilitation organizations, disability rights organizations and support groups are critical sources of knowledge and support. Form relationships with local, national and international disability-related groups such as:

College or University Disabled Student Offices
Most post-secondary education institutions in the United States have student disability services offices and students with disabilities clubs. Contact and work with these offices to recruit participants with disabilities for overseas programs. Their staff can also make recommendations and suggestions for including students with disabilities from abroad in local programs. Disseminate your recruiting materials through these offices and organizations on campus.

Disability Organizations
Promote the importance and benefits of international exchange by developing relationships with and presenting at disability-related organizations and schools in the community. Ask disability organizations to circulate announcements and flyers about upcoming exchange programs and share links to respective websites.

School Districts
Develop contacts with special education and adaptive physical education teachers and physical therapists working with disabled youth. These professionals may be able to suggest potential exchange participants or additional community resources. The United States and many other countries have specific schools for people who are Deaf and/or blind. These are excellent places to recruit disabled applicants and homestays.

Local Services, Councils and Recreation Programs 
Contact local organizations and businesses providing services for people with disabilities, local Disability and Human Rights councils, recreation programs. All of these types of organizations can be excellent resources for recruiting and may be willing to post program flyers and brochures. 

Vocational Rehabilitation Centers and Independent Living Centers
Vocational rehabilitation centers assist people with disabilities in reaching educational or employment goals. Independent living centers assist people with disabilities to lead independent lives.  Both organizations are often excellent resources for recruiting participants or for information or assistance in addressing access issues. To locate a local independent living  or vocational rehabilitation center, consult a local telephone directory.

Disability Listservs or Publications

Post information on disability specific listservs that may be rich sources of information and outreach. Find lists of these at:  http://www.disabilityresources.org/LISTSERVS.html or http://www.studentaffairs.com/lists/disabi.html. Also include information in newsletter, radio, magazines and other media sources distributed by disability organizations. The Telability Media List is a national directory of mass media for persons with disabilities, listing nearly 1400 entries including: 140 magazines, 40 dial-in newspapers, 50 newspapers, 20 newspaper columnists, 1040 newsletters, 35 professional organizations and 80 radio/TV programs. It can be ordered at: http://pages.towson.edu/bhalle/telability.html.

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Provide Equal Access to the Screening and Selection Process

Most international exchange organizations and study abroad offices use sophisticated techniques for screening applicants for eligibility and selection based on qualifications. Programs need to be careful, for legal and ethical reasons, not to screen out qualified applicants because of their disabilities and perceived limitations. The screening and selection process must be accessible for students with disabilities and reasonable and appropriate accommodations must be provided to ensure that people with disabilities have fair and equal opportunities to demonstrate their qualifications. It is appropriate to discuss what accommodations the individual might need to participate in the  program only AFTER the participant has been accepted, for example, on a health form that is given to all accepted participants.  It is also important, after acceptance, to encourage early disclosure of disabilities so that the participant and staff can begin planning for any disability-related needs. Use positive and welcoming language so that students with disabilities do not feel that there will be negative consequences if they disclose their disability.

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Summary

Including students with disabilities and other underrepresented groups leads to a richer, more representative, and diverse experience for all involved. Putting  these simple recruiting strategies into practice and actively recruiting students with disabilities and other underrepresented students will ensure your programs are accessible and inclusive for all qualified students.
 
For more information on recruiting and accommodating students with disabilities in international exchange programs order a copy of Building Bridges: A Manual on Including People with Disabilities in International Exchange Programs.  For free recruiting resources, tips on including people with disabilities, budgeting for inclusion, disability-related tip sheets, peer contacts, or other information, contact the National Clearinghouse on Disability & Exchange at clearinghouse@miusa.org or www.miusa.org/ncde.

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The National Clearinghouse on Disability and Exchange is a project sponsored by the Bureau of Educational and Cultural Affairs of the U.S. Department of State and administered by Mobility International USA.