2. 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
3. “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-
4. In the United States
The 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.
5. 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.
6. 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
7. 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
8. 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
10. 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.
11. “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-
12. 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
13. References
Twill, 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 f
rom: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
