What is intellectual disability (ID)?
For people with ID, cognitive tasks and conceptual, social, and practical skills can be more challenging. Additional processing time, examples, and opportunities for practice may be needed.
They may have particular difficulty with abstract concepts and terms such as legislation, human rights, and insurance.
People with disabilities are not like children. They are not unable to learn, and they don’t have different emotions.
For a more specific definition see the related links.
What benefits do they bring to an exchange program?
Participants with Intellectual Disabilities (ID) can bring the same benefits to a program as people from other diverse backgrounds. Many nondisabled people have had limited interactions with people with disabilities, and the experience of participating together can generate a more informed idea of what disability is and isn’t. It can also lead to a sense of the participants with ID as peers.
Further more students with intellectual disabilities gain a greater sense of self-confidence and build unique skills.
Including people with ID will help cement your institution’s legacy of inclusion and empowering all students to demonstrate their potential.
Pre-departure Orientation
Offering pre-departure orientations with plain language, clear examples and involvement from all participants will benefit everyone including those with ID. Examples of helpful pre-departure materials include:
- Video demonstrations
- Role-playing
- Checklists
- Clear timelines
Plain Language
Make sure that all written materials are clear and straightforward. Go over all written documents to see if there is a way to explain things with less complicated language, conjunctions or flowery vocabulary. Avoid using jargon or acronyms as much as possible.
There are also companies that can convert written materials in plain language. However, a person familiar with the content should review the materials after they have been converted to ensure that the information is clear and accurate. See the related links to learn more about plain language.
“In education, they can implement the supports that each one requires, because intellectual disability is different for each person. For example in my case, I can write and read, but when I have to take notes and pay attention, I can’t do it at the same time. That’s why it’s important to be able to count on accessible material before or after and to have the opportunity to record.”
– Maria Camila Lozano Ruiz, rights activists from Columbia with an intellectual disability.
Personal Assistant Services (PAS)
Make space for personal assistants to go with participants with intellectual disabilities if necessary. A PA can provide important extra support if a participant still struggles with a new idea. They can also help the person with an intellectual disability figure out social situations and can facilitate modeling of natural supports.
Taking the necessary steps to include a personal assistant in the program could make all the difference to empowering some people with an intellectual disability to participate. Access our resources on personal assistant services under the related resources to learn more.
Partner with a Comprehensive Transition Program (CTP)
Does your institution have a Comprehensive Transition and Post-Secondary Education Program (CTP)? Reach out to the CTP about offering international exchange programming to their students. Take a look at the best practices for including people with intellectual disabilities under the table of contents to learn more about UP and how you can get in touch with your campus’s CTP.
Conclusion
People with intellectual disabilities already take university classes alongside their peers. They volunteer and hold down competitive wage jobs in their communities.
They also have the same curiosity about the world as everyone else and many want access to international experiences. There contributions are valuable. By identifying and providing the supports that each person requires, budgeting for a personal assistant, making program materials available in plain language, engaging with your institution’s CTP and following our 10 tips for a universally designed program, you can successfully ensure that everyone on your campus has access to international exchange.
“My message is that young people with cognitive handicap can participate and say what they have.”
– Shmuel Kanner, rights activist from Israel with an intellectual disability.
