A qualified student, regardless of where the student is living when applying, cannot be refused admissions based on disability or anticipated accommodation needs.
Most disability service staff on campus or in the school district and disability organizations in the community can locate and provide what is needed for the student though it may take time, funds, and energy to find a good match for the student in regards to accommodation needs. The student may want to choose schools based on what is already available on campus and in the community.
When Stan Sowers, the principal of Eustace High School, learned that a blind exchange student would be spending a year at his school, he was apprehensive. His first thought was, “Oh, my goodness, why would we want to take on something like that, you know?”
A Deaf student from Russia, Tatiana experienced the best of both worlds by attending two schools during her Future Leaders Exchange (FLEX) year in the United States.
She attended the Delaware School for the Deaf (DSD) for the first five months of her exchange program while taking pre-calculus at Christiana High School, a mainstream public high school. After five months attending DSD, she transitioned to Christiana full time.
Talking through her concerns with others helped study abroad student Amanda let go of her anxieties over the summer she spent in Florence, Italy.
Disability services offices across the country are asking themselves whether or not to provide accommodations for Deaf and hard of hearing students who hope to travel abroad through educational exchange programs. For the Disability Resource Center at the University of California, Santa Cruz (UCSC), the question was not whether to provide overseas accommodations, but how.
As a visitor from England to the U.S., Portia recalls striking differences in U.S. culture and the academic accommodations she received for depression.
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.
It’s ten at night and I am sitting on the Seawall in Galway, Ireland. With my knees to my chest and my arms wrapped tight around my legs, I crouch on a low stone bench watching the last of the day’s fishermen pack up their coolers and head home. My gaze follows their slow procession as they vanish into the damp night. Then I feel the rain begin to fall.
At a recent study abroad conference over 250 professionals chose to attend our panel session on mental health. Why was there so much interest?
People attended our session largely to find out how to avert or deal with a crisis. After we did our best to relieve some of their uncertainty and shared suggestions for improving the design and preparations of study abroad programs, we had a chance to end with this message:
For every student with a mental health-related disability who experiences a crisis abroad, many more will succeed.
As a child growing up in Indonesia where accessibility for deaf and hard of hearing children is lacking, Cristophorus Budidharma once believed that subjects such as science and math were out of reach for him. It wasn't until later, when he learned that many deaf and hard of hearing people succeed in the STEM fields, that he broke with these beliefs and resolved to learn English, math and science for himself as an undergraduate student at Rochester Institute of Technology in the United States. And he's not stopping there.
What it Is
The Benjamin A. Gilman International Scholarship Program is a program of the U.S. Department of State’s Bureau of Educational and Cultural Affairs with funding provided by the U.S. Government and supported in its implementation by the Institute of International Education (IIE).
Recipients are awarded up to $5000 (or $8000 including the Critical Need Language Award) to be used toward the cost of study abroad or international internship programs.
View this article as it appears in the AWAY journal (PDF).
By the time Katelyn Parker, a student with cerebral palsy, enrolled at Kirkwood Community College (KCC) in Cedar Rapids, Iowa, she had already traveled quite a bit. Highlights included mission trips to Zimbabwe and South Africa. These early experiences left her with a passion for international exchange.
There are a variety of methods to cover the costs of a personal assistant. Disabled travelers may save up money through work-study. A community fundraiser using an online tool like GoFundMe can also be a good way to find funding.
Showing that the international exchange is part of an Individualized Employment Plan (IEP), an exchange participant might get funding from The Department of Vocational Rehabilitation for a personal assistant.