Best Inclusive and Collaborative Practices by Professionals in International Exchange

Learn how a few individuals took the lead at their organizations, institutions or in their communities so more people with disabilities had access to mainstream education abroad programs.

Five Tips for Changing Your Institutional & Organizational Process

Tip 1: Institutional & Organizational Leadership

Secure institutional and organizational buy-in at the senior leadership level; reference mission statements and policies that affirm values for diversity and global experiences for all

Make your case for equal opportunity – prepare your responses to concerns such as “this will lead to a flood of requests” or concerns about risk and liability
Relate to internationalization or increasing participation goals of the institution or organization

Tip 2: Research and Fund Accommodations

Agree in advance with overseas partners, study abroad consortiums, disability services, third party providers and/or host universities how accommodations will be funded and arranged
Compare disability costs at home versus overseas

Research services which are portable, on campus, in the community or available overseas
Look into what changes to the host site could also potentially have long-term benefit

Tip 3: Collaboration

Cross-train staff in the international programs and disability/counseling offices

Share information in both your offices, on forms, and welcome orientations
Share evaluation information and utilize alumni

Promote shared values within your office; train all staff, interns and volunteers
Add promotional messages, images and welcoming language to all program materials; have brochures in your offices
Hire staff and interns with disabilities
Create brochures and other materials specifically for people with disabilities answering FAQs
Meet for lunch to build the relationships and stay up to date

Focus on “how” not “if" - a planned approach eliminates pitfalls and discrimination
Dialogue on specific barriers (use an accommodation form to guide asking questions)
Give participants a common message of support, include the student in all “what if” discussions and accessibility planning, and encourage students to think about contingency plans and coping mechanisms

Tip 4: Partner and Third Party Agreements

Include a non-discrimination clause for people with disabilities in partner agreements; state that there is an expectation to allow people with disabilities to participate equally

Agree on programmatic or course changes
Do due diligence before determining “that location will not work”
Don’t make assumptions about what students may need or “cannot possibly do”
Don’t base your opinion of the person or their abilities on another person with “the same disability”
Ask about local sources of disability information and support
Encourage early disclosure

Tip 5: Gaps in Services

Discuss gaps or differences between home campus/organization and international program policies (e.g. insurance, conduct, etc.) and what can be done to better align these
Find out what are others doing
Develop short-term programs
Require training for faculty or team leader-led programs
Establish monetary grants to offset personal care and other services not covered
Create regular check-ins, remote services and monitoring systems
Link with professional training schools for PAs and ASL interpreters
Present at conferences and meetings
Gather data on what groups of people are and are not participating

Sample Best Practices from Specific Institutions

Check out these Websites, Brochures & Videos:

For good practices on sending & receiving international participants to the United States see: Advising People Coming to the USA

Check out these Good Education Abroad Practices:

A Three-Year Effort to Increase Study Abroad Opportunities for Students with Disabilities: American University won a NASPA (Student Affairs Administrators in Higher Education) award in 2008 for their efforts increasing students with disabilities participation in study abroad.
Arranging for Sign Language Interpretation Abroad: A Disability Service Provider Perspective: How the University of California, Santa Cruz, provided access to study abroad for a Deaf student to Scotland and the steps and decisions that made it happen.
AWAY Topics - Disability and Higher Education Abroad Issue: The third issue of the NCDE AWAY Topics focuses on the ways in which disability professionals advise students on accommodations and funding for study abroad, how disability service providers can work across cultural differences, and much more.
AWAY Topics - Higher Education Abroad and Complex Accommodations Issue: This second issue of the NCDE AWAY Topics, focuses on issues related to U.S. students going abroad including medical insurance, complex accommodations and institutional best practices for recruiting and accommodating students with disabilities.
Best Practices in Addressing Mental Health Issues Affecting Education Abroad Participants: This online publication was written by members of NAFSA: Association of International Educators, and includes descriptions of different mental health issues, resources to tap into to address needs and practical steps for study abroad providers.
Best Practices: Study Abroad and Disability Services Collaborations: Learn how award-winning institutions, Lehigh University and University of Pittsburgh, create collaborative practices between disability support and education abroad offices to better serve students with non-apparent disabilities.
Creating a Safe Environment for Students with Learning Disabilities on Study Abroad Programs: This article by Eve Leons at Landmark College, shares practical advice when students with learning disabilities and attention deficit disorder are adjusting to the social, cultural and academic aspects of study abroad programs. Published in SAFETI On-Line Newsletter.
Health and Disability Management Plan for Study Abroad: Lisa Johnson, Assistant Dean for International Study at Smith College, worked with her Disability Services Director to develop a Health and Disability Management form and process to be used with accepted study abroad students before departure.
Including People with Disabilities in Volunteer Abroad Programs: Though often regarded as beneficiaries of service only, people with disabilities have the power to contribute to the vitality of communities worldwide through international volunteerism. International Journal of Volunteer Administrators published this NCDE authored article "Not Just Recipients of Service: Including People with Disabilities in Volunteer Abroad Programs".
One Advisor to Another: How to Transfer Core Advising Skills When Working With Visually Impaired and Blind Students: A former Institute for Study Abroad, Butler University coordinator shares her experiences on sending and receiving two blind study abroad students in Australia and the overall approach in advising these students.
Share Your Experience Advising Individuals with Disabilities for International Exchange!: Share your story with colleagues who may wish to draw from your experiences when planning how to provide equal access for individuals with disabilities on international exchange programs. Provide brief details by responding to 8 guided questions.