Not only should you recognize a good strategy when you see it, but you should take it and replicate it as much as you can. This is what Candace Chenoweth, the Director of Global Education at University of Wisconsin (UW)-Whitewater, sought to do. The Center of Global Education worked to not only increase, but exceed, the representation of multicultural students studying abroad, and then to do the same for students with disabilities and lesbian, gay, bisexual, transgender (LGBT) students.
Masume Assaf, Director of Global Programs at Pennsylvania State University, recalls what support for international students used to look like in earlier times. In one instance, the disability services office had created a tactile map of the campus on a 6x6 board so that a Japanese blind student could use it to navigate around campus. The former Global Programs Assistant Director at the time also took this student under her wing to support her through the transition of arriving to a new disability culture with new opportunities to be independent.
Two arched windows let light into a new gathering place in the Romanian-U.S. Fulbright Commission and its EducationUSA Advising Center. It’s less about the setting and more about what is inside this corner space that matters – new accessible computer stations.
Computers equipped with screen readers and magnifiers, two large monitors, and a desktop magnifier, which will enable students with vision disabilities to have access to test preparation materials and information about U.S. study options.
Rebecca Zeigler Mano, EducationUSA Country Coordinator for Zimbabwe, has always worked to make higher education an option for many marginalized communities. She worked for a few years in the U.S. with high achieving, low income students to make sure they knew about access to higher education and scholarship opportunities. This thread continued when Rebecca started working with EducationUSA-Zimbabwe in 2000 and noticed little access for students with disabilities in local universities.
Do you know about our National Clearinghouse on Disability and Exchange? Details from our brochure are below or download the designed brochure in accessible PDF document to read or share.
No two study abroad sites are ever quite the same, whether it's the vibrancy of the host community or the buzz of the host campus. The same can be said for how each country or host university includes and accommodates people with disabilities, as the local policies and resources can vary greatly. As the former University of North Carolina at Chapel Hill’s (UNC-CH) Study Abroad Advisor for Access, Lori Rezzouk helps foster better access to this vital information, which is key for students with disabilities who want to plan ahead for their adventures.
This summer I had the opportunity to study British Government and Politics at Imperial College in London, England. This was a dream come true because ever since childhood, I have always wanted to travel around the world, to see new attractions, to taste new foods, and to be immersed in a new way of life.
Ever since I lost my vision at the age of fifteen, I thought this would be an elusive hope that would never become a reality.
You have been accepted to a study, volunteer, or other program abroad. Now what? Here's quick preparation tips and advice upon arrival. From arranging a time for orientation training at the new location to being prepared for different attitudes on disability.
My life was full of obstacles, difficulties, disappointments and stress as I was born with cerebral palsy in Armenia. However, due to my great willpower, industriousness, and optimistic character I have been very successful in my life.
Before I participated in the Women’s Institute on Leadership and Disability in the U.S., I was very shy. I had never traveled alone. After I returned to Armenia from WILD, I wanted to change everything. As that desire grew and thanks to a grant from the Global Fund for Women, I took the first steps to found my own organization.
I was born in Cambodia and contracted Polio at nine months old. Even at a young age I dreamt of becoming a leader for people with disabilities, traveling to different countries, and living independently.
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.
I was born with a visual disability and became totally blind by the age of 28. Over the course of my life I developed a strong desire to contribute to my country and strengthen the disability movement in Peru.
After returning home from WILD, I was very inspired and empowered to do many things. Being in contact with women with disabilities from other countries, who have rich and varied experiences, gave me new energy and motivated me to achieve my dreams.