Minneapolis winters can be so frigid, even the locals think twice before wandering out. But snow and sub-zero temperatures did nothing to deter Dr. Magteld Smith from making the most of her Hubert H. Humphrey Fellowship while placed at the University of Minnesota. Nearly every day she bundled up against weather unlike anything she’d experienced in her native South Africa and trekked to the school’s libraries to study.
“When l return to Ghana l want to teach people about the disability laws practiced in the United States. l want people with and without disabilities in Ghana to be equal.” - Tijani Bukari
During our youth, what do we think about regarding our country, its citizens, and our own impact on society? Do we even think about these things at all? A strong sense of curiosity about the world led Tijani Bukari, a Deaf student from Ghana, to participate in the Kennedy-Lugar Youth Exchange and Study (YES) program sponsored by the U.S. Department of State.
Growing up as someone who is deaf, with parents who were very involved in the disability community, Seth always felt a connection with disability, and he identifies that as a significant contributing factor in his overall life trajectory. Halfway through his time at IBM working in the finance department, he moved over to work on accessibility, and appreciated the work that he and his team accomplished together.
"I think that it is just a natural progression based on my upbringing and my passion."
“‘How is a black person’s life in America?’ They asked me a lot of questions about that. I said my life is different than it is for white Americans, but I’m successful, I’m motivated, and I’m enthusiastic in how I’ve gone through my life.”
Fascinated with the overseas experiences of a friend who joined the Peace Corps, Allen Neece followed suit and discovered a new outlet for sharing his passion for education. Allen, who is Deaf, worked with Deaf communities in Kenya, Zambia, and Guyana (2007-2011) as a Peace Corps Volunteer. He was also a volunteer with Voluntary Services Overseas (VSO) in Rwanda for two years, 2012-2013.
I was the only child in my Mongolian elementary school who was losing her hearing. At first I was considered disruptive and someone who should be sent home, but gradually my teachers realized I could study just as well as my classmates. Today, if I compare myself to them, I’m living better than most.
In one of the remaining Arabic fishing villages on the coast of Israel, Jisr Az’Zarqa, Tory Sampson and her best friend found themselves in a rundown, corrugated steel restaurant. It had “the most amazing” fish dishes. Afterwards, they wandered into a shisha (hookah) bar, and ended up watching a soccer game between Barcelona and Real Madrid with the locals. For Tory, who was studying abroad in Israel for seven months, this day offered up a surreal moment still vivid in her mind. Yet, it is just one of many memories in Israel and beyond.
Surfing the internet, trying to find other career options, landed Frank Lester on the Peace Corps website and led him to its Deaf Program in Kenya. This immediately sparked Frank’s interest.
He always enjoyed teaching and working with Deaf youth, and this seemed like an exciting international experience, which still allowed him to apply his existing skills. That was all Frank needed to see. He applied, got accepted, and was ready for his flight to Africa, but little did he realize the impact this would have on his life and others.
In the United States, the vast majority of secondary students with disabilities are mainstreamed in inclusive high schools per the Individuals with Disabilities Education Act (IDEA). First passed in 1975, the IDEA is a powerful landmark civil rights law that guarantees access to a free, appropriate, public education (FAPE) in the least restrictive environment (LRE) appropriate to every child with a disability.
When Muhammad, a U.S. Department of State-funded Kennedy-Lugar Youth Exchange and Study (YES) student from Pakistan, first arrived in the United States, he had no idea what to expect. But, he brimmed with excitement at the opportunity to experience life in America. His exchange experience was unique because he would be experiencing true immersion in not just one, but two non-native languages: English and American Sign Language (ASL).
Because I grew up in a small Greek city where I never socialized with other Deaf people, I never thought there were other people like me. From kindergarten through high school, I attended a mainstream school that didn’t provide support services, nor were teachers aware of Deaf culture and deafness. As a child, I didn’t really realize I was Deaf, despite being born with hearing loss too extensive to use hearing aids. Instead, I considered myself a person with a problem in my ears and difficulty interacting well with hearing people.
One day while teaching as usual, I noticed new parents appeared with their Deaf daughter. After my colleagues and I met with the parents, I was shocked to discover that their daughter never had been to school or learned sign language. Instead, she stayed at home and worked on the farm. She was already 18 years old. It was heartbreaking for me.
Sitting in class with Deaf peers and a teacher signing in American Sign Language, I realized how fortunate I was to be at Ohlone College in Fremont, California.
There, I studied English and Math, made friends with Deaf international and American students, learned from signing instructors, and played on the college soccer team. What would I have done had I not come to the United States? When I finished high school in Zambia, I likely would have lived with a friend and tried finding odd jobs to get by.
As a teacher at the Wisconsin School for the Deaf, my students started a project to assist their peers who struggle with reading. Although my students are fluent English readers, the vast majority of the school’s freshmen students are English Language Learners who cannot read at the 9th grade level, which makes novels used for course curricula inaccessible to them.
His travels for foreign language study have landed him in Greece, Italy, Switzerland, Germany, Netherlands, Belgium, France, England and Scotland, where he’s been able to communicate directly with Deaf Europeans about their experiences. Steven is Deaf, has partial vision loss and uses a cochlear implant for access.