When Kurtis Klein first arrived in Heidelberg, Germany, he quickly found that the German language he had learned in the classrooms of San Diego State University was going to need some fine-tuning in order to settle in to the host university and community where he would be spending the next twelve months.
“It was a struggle, at first, to communicate effectively, because I did not have the specialized vocabulary needed to navigate all of the technical paperwork needed to register with the city, pay rent, set up a German bank account, etc.”
Gabriela knew with this support that she wanted to challenge herself to achieve more. With her family photos, favorite music, and favorite yucca breads packed, Gabriela was ready to pursue her studies at The Art Institute of Fort Lauderdale in Florida.
“Do international students get extra time? Is being a non-native English speaker a disability?” This question comes up frequently from international students and disability service offices. At first thought, many offices would easily say “no” and “no." Should it be that easy?
Many academic departments and student service offices may initially assume that issues arise solely from being a non-native English speaker, but it may also mean that a disability is not recognized, and a second look should be given to these students.
One reason Dwight Richardson Kelly chose his study abroad program was to work on his writing. The writing intensive aspects of the Oxford University system were appealing, even though he knew with his learning disability he would need the right accommodations.
“I absolutely wanted a rigorous experience, but I knew that without appropriate accommodations I would spend all my time writing the required essays and wouldn’t be able to experience the other parts of the program, which is really important, like the cultural pieces and to integrate into the university.”
When Courtney Thompson misplaced her train pass for the fourth time in one month, she realized her challenges with visual configuration and short-term memory were not something she could leave behind in the United States. She had planned to study Russian for four weeks that upcoming summer in St. Petersburg, Russia.
“Initially I was so flustered by scholarship applications, the development of my Russian skills, and visa processing that I neglected to sincerely consider the impact of my disability and measures that could mitigate it abroad.”
When I was in middle school, my best friend's family hosted an international student on a summer exchange program. I was absolutely and totally engrossed by watching this student's experience in the United States, learning English and constantly being exposed to newness. I wanted very much to be in his shoes: in a new land breathing in new air and a new way of looking at the world. Since that summer, I knew that I needed to make it a priority during college to travel overseas and learn a new language.
MIUSA: What was your experience living in the host country?
Tony: This was the first time I traveled on an educational exchange that wasn't disability-related. I wondered whether my learning differences would present a problem in the classes at Yonsei University.
I learn best by seeing and experiencing, and discovered that I was able to comprehend a huge amount at the lectures and on the cultural tours.
I have always considered India to be one of the most vibrant and fascinating areas of the world. The idea that I could study in Bangalore seemed like a remote dream to me until I received the Gilman Scholarship. In India, I observed how people deal with poverty and adversity and am attempting to incorporate my findings into conquering my own personal struggles.