Thanks to her self-advocacy prior to and during her travels, the potential pitfalls Paula experienced while studying abroad were manageable. She points to two challenges in particular:
One was that her Lithuanian professors would provide a list of 15 books as suggested reading and pull information from those books for tests.
"It was impossible to do all of that reading, because I’m such a slow reader. It was difficult knowing what they expected."
If you attend conferences or host events related either to the disability community or study abroad field, why not bring the topic of people with disabilities going abroad into the fore? Let us get you started with Powerpoint slides ready to insert into your next presentation.
The slides cover:
With the busiest season just behind her, Shannon Kelly reflects on the role she and her colleagues played in the experiences of over 2000 students from around the world who arrived in the U.S. this summer through Spirit Cultural Exchange, where Shannon works as an intern:
"These students are thousands of miles away from their families and friends; we're here to be advocates for them."
From the beginning of her studies at Boston University, Elana knew she wanted field experience helping children with and without disabilities to lead healthy and fulfilling lives.
“I thought it would be cool to do an internship overseas because it would give me a unique perspective from another culture for my future career.”
So she looked into all her options, and took an active role in getting necessary accommodations for an internship while studying abroad in Australia for a semester.
The humidity in Mexico's night air wrapped itself around Robin Sutherby as she joined her teacher and classmates to stroll slowly down the road. In town, they headed into a piano club tucked away under the brewing clouds. Having visited the beaches of Acapulco and browsed the silver crafts in the city of Taxco by day, this break in their two week Spanish class tour abroad seemed just right.
“There was a musician playing a fast, hot sound. It started thundering and lightning outside, and rain poured down as we were sitting listening to this piano music playing.”
How can you translate your campus' idealistic principles of inclusion to the global campus that is study abroad? In this best practice, adapted from her post to the UC Davis Study Abroad blog, Program Coordinator & Advisor Dana Armstrong ponders this challenge while reflecting on her experience advising a student who is blind traveling to China. Follow-up conversations with study abroad alumni with disabilities can put the realities more into perspective.
Melissa DiVietri is a young social media strategist living in Detroit, Michigan. Art is her passion; but marketing is where she excels as owner of “DI Designs Studios”. While previously attending Ferris State University, Melissa came across a flyer about a summer study abroad program on art history and wine fermentation in Italy. As someone who had not yet traveled abroad, she thought, “Wow, I can gain college credits by traveling to Italy?"
Most recently, Linea spent a week in Kerala, India, observing a local community mental health team, which was coordinated through Linea’s mental health advocacy mentor.
“I had never been to a developing nation before, and I went in with my American mindset that perhaps there was something that I could teach them. Perhaps there was, but I learned so much from them.”
Legacy International has been administering U.S. Department of State-sponsored exchange programs for people from all different age groups for decades. They see more participants with disabilities on exchanges traveling to, rather than from, the United States. So, on the American Youth Leadership Program on environmental stewardship to Cyprus, Legacy International aimed for, and achieved, a U.S. delegation that included 40% of the participants with apparent or non-apparent disabilities.
“‘How is a black person’s life in America?’ They asked me a lot of questions about that. I said my life is different than it is for white Americans, but I’m successful, I’m motivated, and I’m enthusiastic in how I’ve gone through my life.”
Sean didn’t know what to expect on his first journey abroad, so he focused on the usual.
“I wondered how easy it would be to get around, what people’s reactions would be to me, and how different it would be from what I’m used to in the United States.”
What he discovered in Nicaragua was the travel concerns ended up being much less of an issue, for which he now admits he may have over prepared. Instead, he found himself grappling more with the cultural contradictions he discovered there.
For the first time, Asya and other U.S. athletes were traveling, not to compete, but to educate. Rather than bringing home the gold, their mission was to teach coaches and athletes, and to introduce goalball to both sighted and blind students in Moscow.
“The sport of goalball brings a lot of people together, and you can find people who have other things in common with you, whether it is an eye condition or being competitive.”
Fascinated with the overseas experiences of a friend who joined the Peace Corps, Allen Neece followed suit and discovered a new outlet for sharing his passion for education. Allen, who is Deaf, worked with Deaf communities in Kenya, Zambia, and Guyana (2007-2011) as a Peace Corps Volunteer. He was also a volunteer with Voluntary Services Overseas (VSO) in Rwanda for two years, 2012-2013.
Not only should you recognize a good strategy when you see it, but you should take it and replicate it as much as you can. This is what Candace Chenoweth, the Director of Global Education at University of Wisconsin (UW)-Whitewater, sought to do. The Center of Global Education worked to not only increase, but exceed, the representation of multicultural students studying abroad, and then to do the same for students with disabilities and lesbian, gay, bisexual, transgender (LGBT) students.
Like many other people with disabilities, I struggle with the issue of disclosure. Legally, I’m not required to disclose that I am Deaf unless I plan to ask for accommodations. At the same time, I’ve learned that I need to disclose my disability at some point in the process of applying for an international exchange program, school, or job in order to be successful. I can’t hide my disability, and nor should I feel I have to.