Supporting Students Studying Abroad with

DisabilitiesBy Rachel SeaveyGraduate Research Day 2013

Salem State University

The Impact of Globalization

Increase of mission statements emphasizing global awareness.

Influx of international students and global partnerships.

Presence of satellite campuses in locations abroad.

Emergence of “first semester abroad” programs, some which are mandatory for college admission.

Institutions are Internationalizing their Campuses

“If universities believe that competing in a global world is important for students, then that commitment and opportunity must extend to and include students with disabilities.”-Twill & Guzzo, 2012-

In the United StatesThe U.S. Census Bureau

reported 19.7 million students enrolled in colleges and universities in the fall of 2011.

Out of these 19.7 million students, 11% disclosed a disability.

In 2010-2011 a total of 273,996 U.S. students studied abroad.

In 2010-2011, 57 SSU students studied abroad, three disclosed a disability.

Types of Disabilities

Visible Hidden

Invisible disabilities include ADHD, psychological disorders like depression and anxiety, and learning disorders.

Physical disabilities with speech, sight, mobility, hearing or sometimes a medical condition or a disease.

Legal IMplicationsHigher Education & the Law

Rehabilitation Act of 1973 (Section 504)

Family Educational Rights and Privacy Act of 1974

Americans with Disabilities Act of 1990 (Title II)

Higher Education & the Law

Hhigher EducHigher Education & the Law

The U.S. Department of Education (2011) requires all postsecondary schools to “provide appropriate academic adjustments as necessary to ensure that it does not discriminate on the basis of disability.”

Higher Education & the Law

A Question of Access

Institutions are not required to provide personal assistants, prescribed devices, readers-which may cost more overseas or be unavailable.Often students with disabilities are intimidated by the idea of traveling abroad: “If I have this much trouble here, how am I going to go abroad?”How can institutions develop more

inclusive study abroad programs?

A Question of Access

Ethical ConcernsEthical Concerns

Best Practices for Student Affairs Professionals

1.) Have an advising plan in place.2.) Encourage early disclosure amongst students.3.) Develop linkages with key offices on campus.4.) Provide information on overseas accessibility.5.) Ask assessment questions to determine accessibility in the education abroad environment.6.) Have a response plan in place if situations of concern arise.

-Soneson & Cordano, 2007-Doing so will help students select the right study abroad program for their needs and will ensure that they receive appropriate support.

“A good adviser does not encourage or discourage but explains in concrete terms the reality of participating in a particular program and guides the student to consider a range of options.”

-Katz, 2007-

SS

That every student has a right to study abroad and with some flexibility, students can find the right program to meet their needs.

It is Important to Remind Students

ReferencesTwill, S. E.,& Guzzo, G. R. (2012). Lessons Learned from a Disabilities Accessible Study Abroad Trip. Journal of Postsecondary Education and Disability, 25 (1), 81-86.2012.

U.S. Census Bureau (2013) Facts for Features: Back to School. Retrieved from:http://www.census.gov/newsroom/releases/archives/facts_fo

r_features_special_editions/cb11-ff15.html

Roberts, L. (2009) Have Wheelchair, Will Travel: Disabled Students Study Abroad, Too. Chronicle of Higher Education, 56(8), B18-B20.

Duncan, A. (2013) Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities. U.S. Department of Education, Office for Civil Rights. Retrieved f rom: http://www2.ed.gov/about/offices/list/ocr/transition.html

Katz, E. (2007) Students with Disabilities Studying Abroad. Education Abroad. September-October. Retrieved from: http://www.nafsa.org/_/File/_/educationabroad_iesept_oct.pdf