If you attend conferences or host events related either to the disability community or study abroad field, why not bring the topic of people with disabilities going abroad into the fore? Let us get you started with Powerpoint slides ready to insert into your next presentation.
The slides cover:
Melissa Gulledge, CIEE Regional Director from South Carolina, has years of experience placing international exchange students from all over the world with American families, but a last minute decision to host a teenager with a disability led to one of her own family’s most meaningful hosting experiences.
The clock was ticking to match Pinar, a young woman from Turkey who is blind, with a host family and school.
EducationUSA Advisers around the world offer information, orientation, and guidance as you search for higher education institutions in the United States that fits your needs. EducationUSA makes applying to a U.S. college or university clear.
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.
How can you translate your campus' idealistic principles of inclusion to the global campus that is study abroad? In this best practice, adapted from her post to the UC Davis Study Abroad blog, Program Coordinator & Advisor Dana Armstrong ponders this challenge while reflecting on her experience advising a student who is blind traveling to China. Follow-up conversations with study abroad alumni with disabilities can put the realities more into perspective.
“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.
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.
Rebecca Zeigler Mano, EducationUSA Country Coordinator for Zimbabwe, has always worked to make higher education an option for many marginalized communities. She worked for a few years in the U.S. with high achieving, low income students to make sure they knew about access to higher education and scholarship opportunities. This thread continued when Rebecca started working with EducationUSA-Zimbabwe in 2000 and noticed little access for students with disabilities in local universities.
Karen M. Bauer is the EducationUSA Regional Educational Advising Coordinator (REAC) for Middle East and North Africa, based out of the U.S. Embassy in Riyadh, Saudi Arabia. She has a passion for international travel and cross-cultural exchange and wants to make sure everyone has the same opportunities she did.
“Growing up, my family always encouraged learning about different people from around the world and fostering cross cultural communication.”
In one of the remaining Arabic fishing villages on the coast of Israel, Jisr Az’Zarqa, Tory Sampson and her best friend found themselves in a rundown, corrugated steel restaurant. It had “the most amazing” fish dishes. Afterwards, they wandered into a shisha (hookah) bar, and ended up watching a soccer game between Barcelona and Real Madrid with the locals. For Tory, who was studying abroad in Israel for seven months, this day offered up a surreal moment still vivid in her mind. Yet, it is just one of many memories in Israel and beyond.
It is important to know your rights, your responsibilities, and what is guiding the current practices of study abroad programs. There are good reasons for providing accommodations but you also need to look at the entire program to gauge accessibility and be clear and realistic about what programs can deliver.
Lucas Nadólskis walked into the EducationUSA advising center in Sao Paulo, Brazil to start the process of applying to universities in the United States. This was a longtime dream for Lucas, and he was determined to make it happen.
Lucas is blind and realized that traditional universities in Brazil would not accept him because they did not have the infrastructure to support blind and low vision students.
As a professional with a congenital hearing disability who has studied abroad and traveled to over ten countries, Irene Scott understands firsthand the challenges and rewards of sending students with disabilities abroad. It also places her in a unique position at the Study Abroad Programs Office at Texas A&M University: that of a confidante or role model to students with disabilities who seek overseas experiences of their own.
Azat Toroev, a U.S. Department of State-funded Future Leaders Exchange (FLEX) participant from Kyrgyzstan who has a physical disability, came to the United States driven by his interests in film, volunteering, and journalism. Azat quickly became an active presence in his host community of Fort Collins, Colorado.
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.