Some international education professionals share anecdotes about scrambling to find accessible housing and transportation options when a student unexpectedly showed up to the program site in a wheelchair; others recall students who took them by surprise by exhibiting signs of depression shortly after arriving in their host destination.
Cara*, a UTEP student with a mental health-related disability, could have given up on her dream of studying European art abroad on an expedition to Rome when the faculty leader expressed doubts about whether she could bring her service dog. Instead she sought advice from the university’s Center for Accommodations and Support Services (CASS).
When she did, CASS staff sprang into action.
The champions for inclusive international experiences are out there—and you’re likely among them! Find out how a national project is bringing them together and building their capacity as change-makers.
It’s not always easy being a champion for disability inclusion in international education. However, finding allies can make all the difference for driving change at our own institutions and organizations. It can lead to building the critical mass needed to make a lasting impact in the field.
That’s the idea behind many higher education institutions’ forward-thinking approach to ensuring that no disabled student is denied the opportunity to study abroad due to the costs of facilitating access.
Far too often, college and university students with disabilities recall being discouraged from going abroad by faculty leaders or other university staff.
The University of Texas at Austin (UT), for one, is determined to never let this happen, recognizing that greater visibility to the inclusion of people with disabilities in study abroad is one of the most important steps to shifting a campus culture to greater access.
One of those students was Hugo Trevino, who developed his passion for international travel while an undergraduate student at the University of Illinois at Urbana-Champaign.
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International high school and university exchange students with diverse disabilities travel to Eugene, Oregon each July and August, for an orientation prior to the start of their academic year in host communities across the United States. The students are all recipients of prestigious scholarships from the U.S.
Sausan Rahmatullah has always enjoyed volunteering. So when she heard that an organization in her home of Dhaka, Bangladesh was hosting a scholarship competition for high-achieving Bangladeshi students with physical disabilities, she immediately volunteered as a judge.
Having been introduced to so many talented students with disabilities through the volunteer experience, Sausan felt compelled to do more. Fortunately, the answer was right up her alley.
No-Cost! Universal Design Examples to Increase Access to Language Learning
From gathering information, to expressing ideas, and staying engaged – individuals learn in various ways.
Sponsored by the U.S. Department of State's Bureau of Educational and Cultural Affairs and administered by Mobility International USA, NCDE is your free resource to start you on your journey. Get to know us!
Tip: Download the accessible infographic under Documents or view on Flickr.
Later, the two ran into one of her partner’s friends. Stephanie was walking with her cane, and her partner explained to the friend how and why Stephanie used it. Stephanie was delighted to let her partner do the talking.
“She repeated everything I had just told her. I was so excited—the ripple had started.”
Welcome to the online A World Awaits You (AWAY) journal on people with disabilities traveling with a purpose.
We invite you to take a journey with us through this issue of A World Awaits You and to think about how studying, researching, interning or volunteering in Sub-Saharan Africa — or coming from this region as a visitor to the United States — will shape your own contributions.
In the right situation with the right supports, an individual with a traumatic brain injury can increase the boundaries of their potential while recovering abilities and a sense of identity.
A traumatic brain injury (TBI), in contrast to an intellectual disability or learning disability, is acquired through a blow or jolt to the head causing a disruption in brain function. It can involve reduced capacity in cognitive, sensory, physical, or psychosocial abilities, which previously might have been easy for the individual.
Most language course work focuses on visual input as the main tool for teaching language. Students practice vocabulary by identifying pictures in the target language. Cultural curriculum focuses on the visual arts or landscapes. Exams ask students to match categories in corresponding lists.
Blind or visually impaired people benefit from language study in the same way as sighted students, but there are some key differences in the way that they learn. A multisensory approach to language teaching can help shift to a more inclusive environment.