Lucas Nadólskis, a blind student in computer science at the University of Minnesota, shares how he became interested in study in the United States and how the process has been for him in taking admission exams, learning contracted and nemeth braille, navigating the campus and interacting with roommates.
After a five hour ride in a clunky van over dirt roads, Jake Robinson and his fellow study abroad students arrived in the remote, densely forested interior of Ghana to visit a medical clinic. After lunch, the local host led the group along a dirt path – at first surrounded by children excited by Jake’s red wheelchair, then past a goat in someone’s living room, and deeper into the jungle for a good distance. Just when Jake was thinking they must be getting close, he learned his adventure was not soon to end.
To understand where he was headed, one must start nine months earlier. For Jake, like other American students with mobility disabilities, the default message he had received during college was: “Go to class, pass your courses, get your degree, and then move on. It’s easier to just not study abroad.” But Jake is different. He is not the kind of person to follow the standard path – he is adventurous and, as an undergraduate, he wanted to go places.
What if your major is International Studies or your degree requires you to take classes overseas? How can you study abroad during your college experience, and pay for your personal assistant while traveling? These questions were always lingering in the background waiting to be answered for Xuan Troung, a student at North Carolina State University who has osteogenesis imperfecta, also known as brittle bone disease. To find the answers, she turned to her Vocational Rehabilitation counselor.
When Alahna Keil, who has cerebral palsy, enrolled in Luther College in Iowa, located an hour away from her home in Wisconsin, the idea of studying abroad seemed far from her mind. She was apprehensive about the possibility of study abroad both for academic and physical reasons. Then something changed. She learned of 3-week programs for the January term break. The length seemed manageable, the four academic credits useful, and the faculty supportive – it ended up being a perfect opportunity. By her sophomore year, Alahna was on her way to China, Hong Kong, and Japan.
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”.
The Pamperins first learned about Ivan, a Future Leaders Exchange (FLEX) student from Russia, from a youth exchange organization, States’ 4-H, that places students in their area. “Ivan’s name was at the top of the list of incoming international exchange students and we noticed very quickly that he has cerebral palsy (CP).” They had previously hosted a Japanese student who uses a wheelchair.