As a teacher at the Wisconsin School for the Deaf, my students started a project to assist their peers who struggle with reading. Although my students are fluent English readers, the vast majority of the school’s freshmen students are English Language Learners who cannot read at the 9th grade level, which makes novels used for course curricula inaccessible to them.
Ingrid Sala-Bars wanted to strengthen her academic research, and international exchange allowed her to do just that. Ingrid is from Spain, has a hearing loss and wears hearing aids.
For Christine Bélanger and her fellow volunteers, living with, working alongside, and learning from the local people and leaders of the host community in Guatemala elevated their experience from travel to citizen diplomacy exchange.
Maegan, who is Deaf, lives by her principle of speaking out against injustices. Her first experience abroad opened up her eyes to international disability advocacy, a field that she’s dedicated herself to ever since.
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"We believe that if we come together, we can do great things," says Muluh Hilda Bih, a journalist and disability rights advocate from Cameroon who is positioning herself as a leader to motivate young Africans with and without disabilities to tackle some of the world's greatest challenges together.
Denise works for the U.S. Department of Agriculture's (USDA) Natural Resource Conservation Service. She has been blind from birth and has always loved languages. Her study of French and Spanish began in high school and continued through college, where she was a language major. As Denise enhanced her language skills, she sought out opportunities to get involved in international exchange, but encountered barriers related to her disability.
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.
People who meet the definition of legal blindness, meaning that they possess 20/200 vision or less in the best eye, will have varying levels of eyesight. Measuring or inquiring about someone's visual acuity will not give an accurate idea of the level of assistance that they require. Since there is so much variation in the type and quality of education that any given blind or visually impaired individual might have received, it is hard to make generalizations about the supports that they might need without consulting them.
People with physical disabilities can include individuals who are amputees, of short stature or had polio, or who have cerebral palsy, muscular dystrophy, multiple sclerosis, osteogenesis imperfecta, paraplegia, quadriplegia, spina bifida, and other disabilities.
Achieving equality for people with disabilities depends on an empowered civil society that actively demands rights, transparency, and accountability from the government. For Disabled Peoples Organizations (DPOs) to be most effective in their advocacy, they must include the diversity of the disability community, and tap into the power of disabled women leaders.
Mounir Kheirallah, a Legislative Fellow from Morocco, visits Casablanca's sister city of Chicago to learn how NGOs advocate for people with disabilities. Mounir is visually impaired and served as Vice Deputy Secretary for the Casablanca Lighthouse.
Peer support is often underutilized but can be an effective safety net for many students learning to adjust and adapt to a new culture when studying abroad. Increasingly, study abroad programs are looking at ways to build in support systems and safety nets for all students, including training peers to support students with mental health conditions. Some programs focus on just 2 – 3 hours of a peer support curriculum while others offer 6-week programs that meet once per week prior to going abroad.
Rachel Garaghty, a wheelchair user, stuck to her goal of getting the overseas experience she needed for her career and to become a citizen diplomat.
Always looking for an adventure, Antonia had previously traveled to Mexico, Uruguay, Mali, and Nicaragua to volunteer for community development projects through BuildOn, a non-profit focused on building schools in rural communities with little school structure. So when the opportunity arose to participate in study abroad during her undergraduate study in International Studies at the University of Oregon, Antonia knew she had to go. Her destination? Buenos Aires, Argentina.
With an interest in science and a passion for universal education, Samson Ndindiriyimana earned a scholarship from the government of Rwanda to continue his undergraduate studies in physics at Hendrix College in the United States. Samson, who is Deaf, dreams of becoming a civil engineer.