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Best Practice
In the foreground graphic, a metal pole supports an orange rectangular road sign labeled “Collaboration” and below it, a green sign labeled “Portland Community College.” In the background photo, fir trees tower above a narrow road that bends through a forest.

Think Global, Act Universal

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.

Best Practice
In the foreground graphic, a metal pole supports a red octagonal road sign labeled “Policy” and below it, a green sign labeled “Univ Texas El Paso.” In the background photo, we get a close-up of an asphalt road with double yellow center lines as it rolls away in the distance through sparse landscape with some rocky hills and scrub.

On the Rio Grande, Dreams Matter

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.

Best Practice
In the foreground graphic, a metal pole supports a yellow diamond-shaped road sign labeled “Funding” and below it, a green sign labeled “Univ Arizona, Duke University.” In the background photo, an inclining road with yellow double center lines rises towards reddish rocky hills below a hazy pink sky. Map markers show photo of a young white male student seated in a wheelchair with a dog in one and leaning against a camel in another

Funding Access to a Priceless Experience

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.

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In the foreground graphic, a metal pole supports a white speed sign labeled “Outreach 65” and below it, a green sign labeled “Univ Texas Austin.” In the background photo, a windy road with yellow double center lines is flanked by scrub land, with blue mountains in the distance and an overcast sky above. •	A map marker along the road contains a photo of a student with her back turned. Her t-shirt reads: Take the World by the Horns.” She raises her right arm and points her index finger in a “#1” gesture.

Creating a Culture of Inclusion

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.

Best Practice
In the foreground graphic, a metal pole supports a brown road sign labeled “Advocacy” and below it, a green sign labeled “Univ Illinois Urbana-Champaign.” In the background photo, a straight road passes through shadows to bright sun as it leads to golden grass, green trees, and blue mountains beyond. A map marker shows Hugo Trevino in front of a Buddha statue

Advocating for 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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GDDI group photo

Measuring the Impact of WILD

"WILD has succeeded in raising strong and dynamic women who are assertive enough to engage their community leaders to promote the issues of women and girls with disabilities in their countries. I am such an example; my level of confidence has tripled since WILD."
- Ekaete Umoh, WILD Alumna from Nigeria

To date more than 220 women with disabilities from over 83 countries have participated in MIUSA's International WILD program. 

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WILD Panama Group Photo

The Power of WILD Seed Grants

“We should not wait for what people will do for us, but we should try to create impact and make our contributions felt in society.” 
​– WILD-Uganda participant

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Two women (one is Hannah) look over their shoulders smiling. Great Wall of China is visible behind them.

Scaling the Greatest Walls

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.

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Two African American youth on a beach in Cyprus

Making Inroads in Increased Participation

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.

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Four people representing different ethnic and racial groups

Using Multicultural Strategies to Increase Study Abroad

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.

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Image of a man and a woman standing outdoors in front of a window.

Scouting Out Accessibility Overseas

No two study abroad sites are ever quite the same, whether it's the vibrancy of the host community or the buzz of the host campus. The same can be said for how each country or host university includes and accommodates people with disabilities, as the local policies and resources can vary greatly. As University of North Carolina at Chapel Hill’s (UNC-CH) Study Abroad Advisor for Access, Lori Rezzouk helps foster better access to this vital information, which is key for students with disabilities who want to plan ahead for their adventures.

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Kat Davis and Christie Johnson

Teamwork Makes the World Go Round

It’s time to think about how you and the program staff can become allies and work together. Hear from Kat Davis, West Campus Relations Manager CET Academic Programs and Christie Johnson, Senior Director, University Relations, Academic Programs International about what they do to make their study abroad programs inclusive and to collaborate with partners and students in the process.

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Group photo of women with disabilities from WILD Training of Trainers program 2015

WILD: Empowering Women with Disabilities Globally

WILD is a highly selective, intensive three-week training that brings together women with disabilities from around the world. The training is held in Eugene, Oregon, a model city that embraces human rights, diversity and inclusion. Women with disabilities who are selected for the WILD program demonstrate leadership potential. WILD is an investment in that potential which will “trampoline” them to the next level.

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Team Dominican Republic of eight women gathered

Disabled Women's Movement on the Rise in Dominican Republic

Kimberly Tissot, Executive Director of Able South Carolina, heard the determination in the voices of her partners in the Dominican Republic: “We need to know how it is possible for you to be independent in the U.S., and how to make those changes here.”

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Irene Scott talks to two students in her office

Leading by Example at Texas A&M

As a professional with a congenital hearing disability who has studied abroad and traveled to over ten countries, Irene Scott understands firsthand the challenges and rewards of sending students with disabilities abroad. It also places her in a unique position at the Study Abroad Programs Office at Texas A&M University: that of a confidante or role model to students with disabilities who seek overseas experiences of their own. 

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