Resource Library

Personal Story
Tijani, a young boy, kneeling in a garden plot

Focused on the Purpose

“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.

Tipsheet
Deaf female student from Malaysia stands in front of the Model Secondary School for the Deaf

High School Placements for Deaf Exchange Students

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.

Personal Story
Haben Grima with friends

Building a Foundation for Future Excellence

Growing up, Haben Girma knew that international exchange was bound to be in her future. She had visited Eritrea and Ethiopia, places her parents called home before immigrating to the United States. So when Haben learned about BuildOn (www.buildon.org) as a teenager, she was determined to go. She was excited about BuildOn’s mission of empowering and educating youth by building schools in some of the world’s poorest remote communities and knew first-hand the importance of access to education.

Personal Story
Muhammad gives two thumbs up as he gets set up on a recumbent bicycle.

Like Father, Like Son

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).

Personal Story
View of the Arc de Triomphe on a bright day

Tracing the Steps of a Deaf Leader through France

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.

Tipsheet
Student wearing a hearing aid writing in a classroom with other students.

English Testing for High School Students with Disabilities

Before they arrive in the U.S. for a life-changing cultural immersion experience, prospective high school exchange students from around the world are expected to demonstrate their level of English ability, usually by taking a standardized test. Whichever test you use to assess your applicants, learn how to adapt it to fairly and accurately measure the skills of students with disabilities.

Personal Story
Tatiana gardening with another international exchange student

Deaf Student Has the Best of Both Worlds

A Deaf student from Russia, Tatiana experienced the best of both worlds by attending two schools during her Future Leaders Exchange (FLEX) year in the United States.

She attended the Delaware School for the Deaf (DSD) for the first five months of her exchange program while taking pre-calculus at Christiana High School, a mainstream public high school. After five months attending DSD, she transitioned to Christiana full time.