Some international education professionals share anecdotes about scrambling to find accessible housing and transportation options when a student unexpectedly showed up to the program site in a wheelchair; others recall students who took them by surprise by exhibiting signs of depression shortly after arriving in their host destination.
Cara*, a UTEP student with a mental health-related disability, could have given up on her dream of studying European art abroad on an expedition to Rome when the faculty leader expressed doubts about whether she could bring her service dog. Instead she sought advice from the university’s Center for Accommodations and Support Services (CASS).
When she did, CASS staff sprang into action.
That’s the idea behind many higher education institutions’ forward-thinking approach to ensuring that no disabled student is denied the opportunity to study abroad due to the costs of facilitating access.
Far too often, college and university students with disabilities recall being discouraged from going abroad by faculty leaders or other university staff.
The University of Texas at Austin (UT), for one, is determined to never let this happen, recognizing that greater visibility to the inclusion of people with disabilities in study abroad is one of the most important steps to shifting a campus culture to greater access.
One of those students was Hugo Trevino, who developed his passion for international travel while an undergraduate student at the University of Illinois at Urbana-Champaign.
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In the summer of 2015 I left the creature comforts of Ohio behind for a study-abroad/volunteer program in one of the developing nations in the Caribbean. Having never traveled outside the United States before, I had only a vague idea what to expect. A few things weighed heavily on my mind as I took off from the airport in Cincinnati. I knew I was the first blind student to gain acceptance into my program. Before I applied, another had been denied entry because the administrators didn't believe her orientation and mobility skills were strong enough for her to handle the trip.
Ask Brooklyn Hortenstine why she adores foreign languages so much and she will evoke the unique sensation that each language stirs in her. Of them all, German is her favorite: “It feels like cozy fall nights drinking hot chocolate in my sweaters. It feels like coming in from the cold and sitting in front of a fire. It feels like home.”
Brooklyn's definition of "home" has expanded in the last year. Although the 18-year-old hails from Clarksville, Tennessee, she has since embraced Germany as her second home.
When Kurtis Klein first arrived in Heidelberg, Germany, he quickly found that the German language he had learned in the classrooms of San Diego State University was going to need some fine-tuning in order to settle in to the host university and community where he would be spending the next twelve months.
“It was a struggle, at first, to communicate effectively, because I did not have the specialized vocabulary needed to navigate all of the technical paperwork needed to register with the city, pay rent, set up a German bank account, etc.”
Later, the two ran into one of her partner’s friends. Stephanie was walking with her cane, and her partner explained to the friend how and why Stephanie used it. Stephanie was delighted to let her partner do the talking.
“She repeated everything I had just told her. I was so excited—the ripple had started.”
“There’s an undeniable vibe that moves through the air” Justice Shorter ascribes to her temporary home in northern Uganda and Rwanda. “My study abroad experience gave me the chance to encounter that time and time again.”
As a graduate student at SIT Graduate Institute, Justice chose to study on SIT’s Peace & Post Conflict Reconciliation summer program in Uganda and Rwanda to observe how inclusive development can be used to alleviate the effects of poverty while working towards her Master’s in Sustainable Development.
No one knows this better than Christopher Ortega, who, despite growing up speaking the language with his family of Mexican immigrants, benefited from participating in a Spanish immersion and traveling with new-made friends in Cuba.
Christopher, who is blind, originally found the Cuban program through the University at Albany where he was completing his undergraduate work. Looking through the program offerings, Cuba seemed like the most interesting option, given his fascination with recent political history between the Castro government and the United States.
It was typical for Jennifer Smith* to meander through different wards of the nearby hospital in Ghana where she volunteered after the day’s classes. But on one less-than-typical day, in the children’s ward, she saw her post-college plans snap into focus where they had once been hazy.
Yet her experience studying Chinese started much earlier. She was raised in a Chinese orphanage. As a child with scoliosis who used a wheelchair, her future prospects were limited. That all changed after getting adopted by an American family and coming to the United States at the age of eleven. At that point much of her Chinese was lost and replaced with English.
When Ming began to study Chinese independently as a teenager, it was her way of reconnecting with that country that she had left behind.