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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.
Floriane, who has muscular dystrophy, has been using a power wheelchair since age three, and when she was eighteen years old, she joined disability groups that planned holiday travels. She has traveled from her home country of France to the souks in Morocco to the museums in London.
“If you struggle at home, you won’t necessarily struggle in other countries. There are always great surprises!”
This love for discovery of cultures would carry on not only with her personal endeavors, but also her educational pursuits.
The World Bank, Fulbright Program, and the World Blind Union are a few opportunities that has Mohammed Ali Loutfy moving across the world map. There could be no better fit for someone fascinated about international studies, different cultures, and learning about disability inclusion across the world.
Reflecting on her Mandela Washington Fellowship, the flagship program of President Obama’s Young African Leaders Initiative (YALI) Hilda Bih Muluh says it starts with public policy.
“If we can change the national policy, then it will change a lot for people with disabilities both now and even those in the future; not just one person or one part of the country, but the nation together.”
“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.
I will never forget the day I met my host father, Mark, in the arrivals terminal at Bishop International airport. Mark offered his hand and greeted me by saying, “Merhaba,” which means hello in Turkish. I was both surprised and happy at the sincerity of his greeting and instantly felt very close to Mark. My first impression proved true, and throughout the year I had a very strong relationship with my host family.
I was born in Cambodia and contracted Polio at nine months old. Even at a young age I dreamt of becoming a leader for people with disabilities, traveling to different countries, and living independently.
Tanveer Mansur Syed, from the United Arab Emirates, is one of an estimated 820,000 international students in the United States. He attends George Washington University, where he’s pursuing a master’s degree in secondary-education biology.
He’s also legally blind, so his campus experience isn’t quite the same as the average student’s. But thanks to accommodations for the disabled that were mandated by the Americans with Disabilities Act (ADA), Syed is able to navigate his campus and the surrounding neighborhood while using innovative tools that help him keep up with his studies.
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.
One reason Dwight Richardson Kelly chose his study abroad program was to work on his writing. The writing intensive aspects of the Oxford University system were appealing, even though he knew with his learning disability he would need the right accommodations.
“I absolutely wanted a rigorous experience, but I knew that without appropriate accommodations I would spend all my time writing the required essays and wouldn’t be able to experience the other parts of the program, which is really important, like the cultural pieces and to integrate into the university.”
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.