Faculty-led programs are yet another route that students with disabilities may choose in order to achieve their study abroad goals. This tipsheet covers how to adapt a program for accessibility, legal responsibilities, practices collected from faculty leaders, and links to examples of faculty-led handbooks and site accessibility forms.
The good news for students with disabilities is that more institutions and organizations are increasing education abroad scholarships and exploring new models to provide access to a greater diversity of students, according to the Forum on Education Abroad’s State of the Field survey in 2015. However, other top strategies, such as increasing the number of programs or diversity of programs, seem part of the everyday work already being done.
We had a full room of attendees on Friday, November 18, 2016 at 10:30 - 11:45 am to discuss growing trends in education abroad to attract a greater number and diversity of students, including those with disabilities. These trends focus on making education abroad interesting, and of interest to, traditionally underrepresented groups, and by targeting these diverse groups and including faculty/staff in the planning, it results in more participation.
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.
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.
On November 16, 2015 at 12:00 p.m. EST NAFSA: Association of International Educators joined the Association on Higher Education And Disability (AHEAD) and Mobility International USA (MIUSA) to explore the 2015 theme for International Education Week (IEW), “Access for All,” in a special live chat focusing on students with physical disabilities and education abroad in an one-hour Collegial Conversation.
Research the cost of living in cities worldwide.
Depending on the exchange rate, you may want to select a location where the rate works in your favor. In general, towns and small cities are usually more affordable than large cities.
Consider going to non-traditional locations.
Costs for programs in Eastern Europe, Africa, Latin America, or Southeast Asia are often lower than in Western Europe, Japan and Australia. And, even better, studying in these locations may also increase your chances of getting a scholarship!
As part of the Institute of International Education's Generation Study Abroad Summit, we had great discussion and best practices during our session, "Commitments that Work: Removing Barriers for Students with Disabilities" on Thursday, October 1, 2015.
When Guida Leicester arrived in Rio de Janeiro, Brazil, for a six week program through a Foreign Language and Area Studies (FLAS) Summer Fellowship, one thing quickly became apparent to her. “The staff and faculty had discussed what I could and could not do, but they had failed to include me in the conversation.”
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.
How do you describe a partnership that not only achieves its goals, but transforms the entire way in which each partner works? MIUSA's Empower Partnerships program simply calls it, “Team Macedonia.” With support from the U.S. Department of State, MIUSA brought together organizations from around the world for a new style of collaborative program designed to advance disability rights.
People with disabilities live and travel everywhere these days. By planning creatively, collaborating with others, and being flexible there’s no need to limit yourself to places that are more like home. Your decision may be less about the country where you go, and more about the type or length of program that works for you.
Empower Partnerships created 19 teams, each a triad: A U.S. organization matched with two partner organizations from another country, one disability-led and the other committed to disability inclusion.
U.S. representatives first traveled to their partners’ home countries to gain an understanding of disability access and inclusion in their communities.
Thanks to her self-advocacy prior to and during her travels, the potential pitfalls Paula experienced while studying abroad were manageable. She points to two challenges in particular:
One was that her Lithuanian professors would provide a list of 15 books as suggested reading and pull information from those books for tests.
"It was impossible to do all of that reading, because I’m such a slow reader. It was difficult knowing what they expected."
When Christie Gilson received an offer to teach at Moravian College in Pennsylvania, she was ready to make the move. “I was not at all intimidated by the thought of pulling up roots and moving far away from home by myself. After all, I had successfully done so in Hong Kong beforehand.”