Like many other people with disabilities, I struggle with the issue of disclosure. Legally, I’m not required to disclose that I am Deaf unless I plan to ask for accommodations. At the same time, I’ve learned that I need to disclose my disability at some point in the process of applying for an international exchange program, school, or job in order to be successful. I can’t hide my disability, and nor should I feel I have to.
Jeanette Lee has been a part of the Disability Rights Movement since its inception. Though she describes herself as shy, Jeanette’s strong voice as an activist has aided in creating a society in Australia that is constantly becoming more accessible.
During her studies in Melbourne, Jeanette was told by one of her mentors that ‘the world is not made for wheelchairs,’ and that she was not ‘being realistic’ with her situation. From this disappointment in leadership grew a greater desire for justice in the world.
While family heritage initially drew Alicia Nyblade to Europe, the healthy lifestyle and friendly people makes her want to go back again. Though her father is from England, it was ancestors on her mother’s side that made her decide on Sweden for a summer study abroad experience before her senior year at the University of California-Riverside.
“I was confident and wasn’t afraid. It was always something I wanted to do, so I was looking forward to it. Everyone was really supportive and went through the step by step planning process with me.”
Tanveer Mansur Syed, from the United Arab Emirates, is one of an estimated 820,000 international students in the United States. He attends George Washington University, where he’s pursuing a master’s degree in secondary-education biology.
He’s also legally blind, so his campus experience isn’t quite the same as the average student’s. But thanks to accommodations for the disabled that were mandated by the Americans with Disabilities Act (ADA), Syed is able to navigate his campus and the surrounding neighborhood while using innovative tools that help him keep up with his studies.
Lucas Nadólskis, a blind student in computer science at the University of Minnesota, shares how he became interested in study in the United States and how the process has been for him in taking admission exams, learning contracted and nemeth braille, navigating the campus and interacting with roommates.
After a five hour ride in a clunky van over dirt roads, Jake Robinson and his fellow study abroad students arrived in the remote, densely forested interior of Ghana to visit a medical clinic. After lunch, the local host led the group along a dirt path – at first surrounded by children excited by Jake’s red wheelchair, then past a goat in someone’s living room, and deeper into the jungle for a good distance. Just when Jake was thinking they must be getting close, he learned his adventure was not soon to end.
To understand where he was headed, one must start nine months earlier. For Jake, like other American students with mobility disabilities, the default message he had received during college was: “Go to class, pass your courses, get your degree, and then move on. It’s easier to just not study abroad.” But Jake is different. He is not the kind of person to follow the standard path – he is adventurous and, as an undergraduate, he wanted to go places.
Tyler Clark’s interest peaked when he visited Valparaiso University in Indiana for the first time, and the campus tour guide mentioned the university’s study abroad programs. “Would I be able to study abroad?” he asked the study abroad office that day to which the reply came, “Well, when would you like to?” A year after enrolling in Valparaiso, Tyler, who has cerebral palsy, changed his major to Spanish in hopes of becoming an international interpreter. Studying abroad would let him know whether or not he enjoyed living abroad and also if he could improve his language skills.
Most mornings of her Critical Language Scholarship (CLS) Program in India, Esha Mehta would wake early and catch a rickshaw with her roommate to her Hindi classes. The morning she remembers most, however, happened at sunrise while on an excursion to Pushkar in Rajasthan, India. Mehta, who is blind and an avid hiker, joined others from the American group to hike to an old temple. Dressed in traditional Indian clothes, Esha trusted her feet, as she usually does, to guide her along the rocky way and up many stairs.
“When we got to the top, it was really beautiful. My friend Nicole was tracing my hand along the horizon as the sun was rising and telling me what it looked like. Then I asked everyone to stop talking and to experience nature with their eyes closed, just listening to the birds and other sounds.” For Esha this type of interpersonal exchange creates an opportunity to educate and learn; something that occurred frequently on her U.S. Department of State-sponsored CLS program.
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.
What if your major is International Studies or your degree requires you to take classes overseas? How can you study abroad during your college experience, and pay for your personal assistant while traveling? These questions were always lingering in the background waiting to be answered for Xuan Troung, a student at North Carolina State University who has osteogenesis imperfecta, also known as brittle bone disease. To find the answers, she turned to her Vocational Rehabilitation counselor.
Alexandra Futty has always been determined to not lead a “small life.” As a senior in high school she raised $10,000 and convinced her parents and Catholic school to allow her take a half year to go on a cultural exchange to India. “I grew up in a small town in Ohio that was very homogenous, very working class, very white, very Christian. And my whole life I have straddled the place between the sighted and non-sighted. I always felt this strong sensation that there was a larger world than what I experienced.”
Alexandra’s explorations continued as a senior in college when she went to Trinidad for two months to do independent research for her undergraduate thesis. After graduation, she spent a year in Trinidad on a Fulbright Student scholarship, sponsored by the U.S. Department of State.