Smiles spread on the Japanese storekeepers' faces as Jonathon, an obvious foreigner, asks them a question in their language. Jonathon, a University of Iowa graduate student who is spending a semester abroad, loves this interaction with the locals, both for absorbing the culture and practicing his Japanese language skills.
She came to the United States (U.S.) from Japan to pursue her studies in Neuroscience and African American Studies. It wasn’t until the following spring, however, that she would discover the disability services office, after a car accident caused her to have a traumatic brain injury as well as fractures to her ribs and pelvis. What did this mean for Mayuko?
“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.
The main reason I applied to the YES program to the United States was because I wanted to experience a place where people are different, yet not judged by their differences; a place where my abilities would be seen objectively. My parents were really encouraging because they knew my determination and capacity for overcoming difficulties.
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.