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.
Jessica Chesbro first learned about the Foreign Service while she was living in a bamboo hut in a small farming village in the Philippines. At the time, she was serving in the Peace Corps and working with abused children.
“The Peace Corps experience was life-changing. I learned so much about life there, and really strengthened my passion both for travel and for helping people.”
It was also life-changing because it led to her current career with the Foreign Service.
In the United States, the vast majority of secondary students with disabilities are mainstreamed in inclusive high schools per the Individuals with Disabilities Education Act (IDEA). First passed in 1975, the IDEA is a powerful landmark civil rights law that guarantees access to a free, appropriate, public education (FAPE) in the least restrictive environment (LRE) appropriate to every child with a disability.
It used to be that the majority of blind and low vision exchange students were placed in schools for the blind in the United States. That is no longer the case. Experienced exchange professionals know that there is no one size fits all approach to placing these talented students in U.S. high schools.
In the United States, the vast majority of secondary students with disabilities are mainstreamed in public high schools.
Youth with disabilities participate in high school exchange programs in the U.S. every year. Although many international students with disabilities will need few, if any, disability-related accommodations in the United States, others will need services and support to participate fully in their host schools. Students may receive services and support informally or through an IEP or 504 plan.
Luljeta Koshi has been recruiting students for the U.S. Department of State-sponsored Kennedy-Lugar Youth Exchange and Study (YES) program in Bosnia since 2008. In this interview, Koshi shares her perspective on the vital importance of disability inclusion in youth exchange programs and best practices for recruiting students with disabilities for these opportunities.
What has been your experience recruiting students with disabilities?
According to Beth Ocrant, “Every job is a stepping stone.”
For Beth, who is blind, the stepping stone that led to her first job was a study abroad experience at the University of Sunderland in England.
Carla Valpeoz wouldn’t take no for an answer. When her application for the Peace Corps was unsuccessful, she decided to contact a friend in Yemen to brainstorm other ideas for an international exchange.
“I asked him if he knew of any job I could do for six months that was social justice based. He then emailed me and said he had something waiting, so I went."
Given Kathryn Carroll's strong negotiation skills and ability to find creative solutions, which helped her strategize accommodations overseas, it is easy to imagine why she would be drawn to international relations, management, and other such subjects. In this interview we learn more about the months she spent a universities abroad.
Dear Future Exchange Student,
If you are chosen as an exchange student, you might have a lot of questions and thoughts about everything. That's how I was at first.
I worried about everything, especially because of my disability. There was a time when I almost gave up on everything. I was tired of thinking of all the stuff I had to do, all the forms to fill out, all the discussions I had to have with my parents, and a lot more.
When MIUSA interviewed Senka Mekic for our AWAY journal, she was preparing to say good-bye to her host family after nine months in the United States on the American Serbia and Montenegro Youth Leadership Exchange (A-SMYLE) program. Back home in Serbia, Senka is completing her senior year in high school and preparing to apply to college; she plans to study at a university in Turkey.
Reflecting back on her exchange experience, Senka says her time in the U.S. made her more aware of her abilities. Her parents agree and feel that she is more independent as well.
When she isn’t traveling the world, Karine Grigoryan is a tireless advocate for the inclusion of students with disabilities in youth exchange programs in her home country of Armenia.
As a disability rights activist, Karine first experienced the impact of international exchange as a participant on MIUSA’s Women’s Institute on Leadership and Disability (WILD) program. Several years later, she returned to the United States as the leader of a MIUSA delegation of professionals with and without disabilities committed to expanding access to sports for youth with disabilities.
When images of Japan post-earthquake and tsunami bombarded us, it made it difficult for anyone familiar with Japan to remember the extreme organization and efficiency of this awe-inspiring nation. Soon after I read a Newsweek article, “Apocalypse Now?”, which said “Before now, Japan has never been pitied”.
His bags were packed, his passport and flight tickets were in hand, but three days before he was to fly into Beijing, Nathan Liu still didn’t have a confirmed host family on his high school study abroad program. He hadn’t considered that the delay could have something to do with his being blind until a friend raised the question: “Are some countries more accessible than others?”
After months of getting ready for his language immersion experience in China, Nathan was taken aback by the possibility that perhaps China wasn’t ready for him.
A year after I started working as an educational adviser at the Fulbright Commission in Austria, I realized that I had not to the best of my knowledge encountered a single Austrian student who had any type of disability, not even a minor learning disability. A few weeks later, while tabling at a higher education fair in Vienna, I noticed a group of deaf students standing along the periphery of the room.