This guide is designed to provide concrete advice for study abroad professionals who are working with college and university students with disabilities. The guide has been divided into sections in order to contextualize the topic and expose what is already known. We begin with a review of the research and a history of students with disabilities in study abroad. The remaining sections provide detailed practical advice for supporting students during the research, application, preparation, time abroad, and re-entry phases of the study abroad process.

About the Authors

2016-2017 Task Force on Access for Disabilities Abroad

Julia Rose Karpicz (chair) - SIT Graduate Institute and Study Abroad
Randi Butler - Institute of International Education
Chrissie Faupel - University of South Carolina
Marnie Nelson - University of Nebraska-Lincoln
Irene Scott - Texas A&M University

Background on Student Population with Disabilities

History of Students with Disabilities in Study Abroad

While the history of international education in the United States appears to extend further than a history of formalized disability inclusion in international education, the roots of international education and disability services in higher education are similarly grounded in the aftermath of the first and second World Wars. Within higher education, post-war realities revealed not only that international education opportunities were critical to sustainable peace and global understanding but also that veterans disabled by war were qualified for, and deserved access to, postsecondary opportunities. Eventually, these areas of focus within higher education would converge as disability rights advocates led the call for greater inclusion in education abroad and as anti-discrimination legislation required universities to ensure equal access to all campus programming. At present, there is a strong foundation of resources and guidance for students with disabilities interested in education abroad opportunities, but still room for schools and organizations to improve in promoting and facilitating accessible educational experiences for all students abroad. This section provides an overview of some of the critical moments culminating in this convergence as well as a legal framework for understanding key concepts related to the Americans with Disabilities Act of 1991.

In the aftermath of World War I, there were a handful of key developments that laid the foundation for the growth of study abroad as a field within higher education. In 1919, the Institute for International Education was founded “to serve as a connection point between U.S. institutions of higher education and foreign nations interested in developing educational ties with them” (Why IIE: History). Then in 1921, one of the earliest university-led study abroad programs was proposed at the University of Delaware by Professor Raymond W. Kirkbrude, a World War I veteran, who “had seen firsthand what disagreements between nations could do; he had seen smoldering ruins and burned-out buildings across the French countryside. But he had also met, and greatly enjoyed, the French, and understood the potential that travel and study had for promoting cross-cultural understanding. And now ... he was home in Newark, standing before the desk of University president Walter S. Hullihen, pitching his idea to send students to France for their junior year” (University of Delaware, Study Abroad: Our History).

While the founding of Gallaudet University, the first national university to primarily serve deaf and hard of hearing students, in 1864 remains one of the earliest examples of accommodation services for students with disabilities at the postsecondary level, the field of postsecondary disability services began expanding as veterans with disabilities sought access to educational benefits that had been made available by the U.S. Government following the first and second World Wars (Madaus, Services for College and University Students with Disabilities: A Historical Perspective, 2000). One of the earliest formal collaborations bringing students with disabilities onto campus was at the University of California, Los Angeles in 1945, where the Office of Veterans Affairs and the Birmingham Veterans Hospital facilitated physical access to degree programs for paraplegic veterans (Madaus, Services for College and University Students with Disabilities: A Historical Perspective, 2000).

Quick Resource: For more information about international opportunities for d/Deaf and Hard of Hearing students, please see MIUSA’s Tipsheet, Deaf International Exchange Opportunities

In 1973, Section 504 of the Federal Rehabilitation Act was passed, prohibiting any postsecondary institution from discriminating against students with disabilities “under any program or activity receiving Federal financial assistance" (Office of Civil Rights). As most colleges and universities receive some form of federal funding, often in the form of student access to federal financial aid, the passage of Section 504 catalyzed the formalization of services for students with disabilities on campus (Madaus, Services for College and University Students with Disabilities: A Historical Perspective, 2000). After its passage, delays in implementing the regulations attached to Section 504 spurred a sit-in at the Department of Health Education Welfare in San Francisco, which succeeded in galvanizing the law’s implementation (DREDF, Short History of 504). Susan Sygall, one of the University of Berkeley students participating, was soon after awarded a Rotary Scholarship to study at a university in Australia for an academic year (Makers Profile, Susan Sygall). As she describes, “This ad in the student paper, and it says, be an ambassador abroad. All expenses paid. And I thought oh, my god, that sounds amazing. After my year in Australia, I hitchhiked through New Zealand for six weeks. And we took a local buses through Indonesia, Malaysia, and Thailand. There were no tourists, nobody spoke English. Obviously the buses were not accessible, so I was crawling up the bus and crawling down. It was very unusual for people to see someone in a wheelchair traveling. And kids would come over and touch my legs and things” (Makers Profile, Susan Sygall). After returning to the United States, Sygall saw a need for greater support and resources for students with disabilities to pursue education abroad opportunities and, in 1981, founded Mobility International USA (MIUSA) in order to “empower people with disabilities to achieve their human rights through international exchange and international development” (About MIUSA).

In 1995, the National Clearinghouse on Disability and Exchange (NCDE) was created to further “increase participation of all people with disabilities in the full range of international exchange opportunities” (NCDE Brochure). Sponsored by the U.S. Department of State and administered by Mobility International USA, NCDE provides resources for schools, organizations, and participants including, but not limited to, guidance on travel planning, consultations for individual participant issues, outreach materials, and information about local disability organizations (NCDE Brochure).

In 1999, the U.S. Department of Education awarded a grant to the University of Minnesota to facilitate the development of advising resources and best practice procedures in supporting education abroad for students with disabilities (Machado, 2014). Working with universities and organizations globally, the Access Abroad project produced resources including, but not limited to, templates for accessing site accessibility and advising strategies like the accommodation triangle, which bring together students, disability services professionals, and study abroad professionals as part of the accommodation process (Machado, 2014).

In 2008, the Institute for International Education began tracking the number of students with disabilities participating in study abroad programs in their Open Doors Report (Scheib, 2009). From 2005/2006 to 2014/2015, the number of students with disabilities studying abroad has grown from 2.6% to 5.6% (Open Doors, Students with Disabilities). The number of students with disabilities enrolled at the postsecondary level in the U.S. is estimated at 11% (National Center for Education Statistics).

As the percentage of students with disabilities studying abroad has increased, there has also been a shift in legal guidance for universities offering study abroad programs. While in 2009, Disability Compliance in Higher Education summarized a recent OCR ruling for Occidental College as indicating “Section 504 does not require that postsecondary institutions provide accommodations for students with disabilities in study-abroad programs” (Disability Compliance in Higher Education, December 2009, p.12). By 2012, the National Association of College and University Attorneys (NACUA) was strongly advising institutions to follow federal disability rights laws in administering programs abroad, “While the extraterritorial application of Titles II and III of the ADA and Section 504 of the Rehabilitation Act has not been conclusively established … institutions should strongly consider proceeding on the assumption that they do apply to study abroad programs and conforming their practices accordingly” (NACUA, 2012).

While the trajectory of this history is encouraging and reflective of global trends towards strengthening protections for students with disabilities, students with disabilities remain underrepresented in education abroad. Continuing to close the gap will require sustained advocacy as well as institutional and individual efforts towards developing ability-inclusive offices, procedures, and programs. As colleges and universities increasingly promote cross-cultural opportunities as central to fostering global understanding and accessing employment opportunities post-graduation, it is imperative that students with disabilities be included in institutional efforts to connect students to global experiences. This manual seeks to extend the existing body of resources and materials for advisors in order to improve the experience of students with disabilities as they work with education abroad offices and ultimately to increase the number of students with disabilities who are participating in education abroad.

Policy Language and Essential Terms

Section 504 and the Americans with Disabilities Act

This section provides an overview of the legal framework and essential terms regarding equal access for students with disabilities. Most colleges and universities in the United States fall under the following federal, anti-discrimination laws:

Section 504 of the Federal Rehabilitation Act of 1973: "No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance . . . ."
Title II or Title III of the Americans with Disabilities Act of 1991 (ADA) and the ADA Amendments Act of 2008. The ADA “guarantees equal opportunity for individuals with disabilities in public accommodations, employment, transportation, state and local government services, and telecommunications” (ADA National Network). In 2008, the Amendments Act expanded the ADA to make it easier for persons with disabilities to access accommodations through a broad definition of disability that was expanded to include conditions that impact major bodily functions (ex: immune system, digestive, bladder).

These laws require colleges and universities to provide equal access to curricular and co-curricular programming and benefits. Beyond working with students in the accommodation process for education abroad opportunities, these laws also require offices providing programming and services to ensure students with disabilities are able to access these benefits. This would include having a physically accessible study abroad office, providing accommodations for outreach events (ex: presentations, webinars), and ensuring any online application portals are accessible for students using assistive technology. Additionally, it is important to remember that institutions cannot discriminate against applicants on the basis of disability in program application / admission processes.

Essential Terms

As you work with students with disabilities and the Office of Disability Services on campus, it will be helpful to have a working definition of the following essential terms:

Disability: Under the ADA, a person with a disability is defined as an individual who has a physical or mental impairment that substantially limits one or more major life activities; has a history or record of such an impairment; or who is perceived by others as having such an impairment (U.S. Department of Justice).

Major Life Activity: Examples of major life activities include, but are not limited to, seeing, hearing, sleeping, walking, standing, speaking, learning, reading, concentrating, thinking, communicating, and interacting with others; as well as major bodily functions, including, but not limited to, digestive, bowel, bladder, neurological, respiratory, circulatory, cardiovascular, and reproductive functions.

Accommodation: An accommodation is an “alteration of environment, curriculum format, or equipment that allows an individual with a disability to gain access to content and/or complete assigned tasks” (University of Washington, DO-IT). Accommodations are determined on a case-by-case basis. An accommodation may not be considered reasonable if it conflicts with or violates the laws of the host country; poses a threat to health and safety; poses an undue financial or administrative burden upon the institution; or fundamentally alters an essential requirement of a course and/or academic program.

Undue Hardship or Burden: An action requiring significant difficulty or expense (Disability Rights California). Factors including, but not limited to, the nature and cost of the accommodation in relation to the size, financial resources, nature, and structure of the organization may be considered in determining undue burden. In the event of undue hardship, institution may share the expense with other entities, conduct a cost analysis, and/or explore alternatives that will achieve the same goals.
Fundamental alteration: A modification or adjustment that significantly alters the essential goals of the program (e.g., the option to opt out of a language course due to a disability/medical condition on a language immersion program). “Essential course requirements are the outcomes (including skills, knowledge, and attitudes) all students must demonstrate with or without using accommodations” (Stanford University, Determining Essential Requirements for Courses /Programs).

Auxiliary Aids: Postsecondary institutions are required to provide auxiliary aids and services when required by a student with a disability; examples of auxiliary aids and services include, but are not limited to interpreters, assistive listening devices, open and closed captioning, readers, notetakers, television enlargers, and taped texts (Office for Civil Rights).
Personal Aids: Aids and services of a personal nature, such as assistance in domestic tasks (ex: cooking) and personal care (ex: bathing) are not required to be provided by postsecondary institutions (Office for Civil Rights) but rather are the responsibility of the student. This can include personal attendants, hearing aids, wheelchairs, glasses, etc.

It is also helpful to understand the differences between institutional obligations for education abroad programs led by U.S. institutions and those offered by internationally-based partners (ex: exchange programs). For programs that are faculty-led or led by another U.S. school or organization, the institution is usually responsible for having a formal accommodation process for academic programs, typically facilitated by an Office of Disability Services. For programs that are organized and led by schools and organizations based outside of the U.S., the home institution may have less direct control over access to accommodations abroad. While a majority of countries have ratified the Convention on the Rights on the Persons of Disabilities, implementation of this legislation and supporting national legislation varies significantly across country contexts. In advising students, it is important to provide information and resources regarding their rights in the U.S. and abroad, often it will be best to connect with disability services professionals or local disability organizations in the host country to understand how access, accommodation, and local laws operate in practice.

Barriers to Study Abroad

Before a student enters the Study Abroad Office, they might have preconceived notions about studying abroad that may affect their decision to go abroad. It is important for international educators to understand potential barriers in the decision-making and planning process. Outlined below are key areas for international educators to keep in mind, as they market programs for inclusion, facilitate diversity outreach efforts, become familiar with the disability resources and other available support in the community, and prepare to best advise students with disabilities.

Institutional Policies

Whether an international educator’s job duties include marketing, student support, or faculty support, it is important to first become familiar with institutional policies related to diversity and/or internationalization, as well as available support through the Disability Services office for requests for accommodations/program adjustments. Some institutions strive for a majority of their students to have had an international experience by graduation and/or may require students to study abroad as a part of their degree. In achieving these goals, there will be program participants from diverse backgrounds including students with disabilities.

Academics

This broad category may entail the applicability of studying abroad to degree plans, students’ ability to graduate on time, and/or availability of academic accommodations to successfully participate in the program. When facilitating accommodations for program participants with disabilities, higher education professionals often reference the Americans with Disabilities Act (ADA).

While the ADA does not necessarily apply to overseas institutions, a good rule of thumb to better understand how these rules apply to study abroad programming is to consider how much control the home institution has over the program (NACUA, 2012). For university coordinated programs (e.g., faculty-led programs and satellite campuses), the home institution should continue to work with students to determine and provide reasonable accommodations just as they would for students enrolled in classes on-campus. For externally-operated programs (e.g., exchanges, direct-enrollment into an international institution, or through a program provider), however, these rules may not necessarily apply.

Equally important to note, some countries might have civil rights laws similar to the ADA, while others may not. When facilitating accommodation requests with in-country providers who do not have a legal obligation to provide equal access, sometimes the international educator might need to negotiate a collaborative approach to secure assistance for a program participant with disability. For further guidance, visit http://www.miusa.org/resource/tipsheet/researchyourrights.

Program Type and Structure

Today, there is a plethora of study abroad program offerings. Students can generally choose to go abroad for as little as one week or as long as a full academic year. Within these lengths of time, there is also the option to direct-enroll at an institution or participate in an island model. Students can also choose to step outside of the traditional study abroad model to participate in an internship, conduct research, or devote their time to volunteer work. There is no hard and fast rule about which type of program is best suited for students with disabilities. Students – and their advisors – will need to consider what the student’s needs are, what accommodations are available (for classrooms, housing, and excursions), and what type of support person or office is available with the overseas program. Having a contact person at the overseas institution that is sensitive to the needs of students with disabilities can be an invaluable resource.

It would be a good idea to have a general sense of which programs within a study abroad office’s portfolio are ADA-accessible. The on-campus Office of Student Disability Services can provide invaluable support in terms of assessing which programs are more or less accessible. The University of Minnesota Learning Abroad Center provides a good example of this type of assessment for each study abroad offering. With their program assessment tool, the Learning Abroad Center created a Site Access Summary for each program, which includes information on local attitudes towards disability, classroom and academics, excursions and field trips, housing and food service, technology, and transportation. This information provides a useful tool for marketing purposes as well as for use during advising sessions.

Certain institutions provide study abroad programming focusing on disability issues abroad. The University of Kansas is one such institution; their Peruvian Culture and Disability program is hosted by the Centro Ann Sullivan del Perú. This experience allows participants to gain an international perspective on disability in the context of Peru. Participants also have the opportunity for a “hands-on approach for working with Peruvian adults and children with various disabilities.” The course is open to any student with an interest in domestic and international mobility issues.

Funding

Studying abroad is an investment. For students with disabilities, support might be available through the Study Abroad office, Scholarships and Financial Aid office, and/or local state rehabilitation office. To guide students through this stage of the planning process, international educators should take time to verify available funding options and related processes to share with students. For more information on specific options, please consult the Financial Aid and Scholarships section in Advising & Application Support for Students with Disabilities & Their Families.

When creating a budget and calculating program-related expenses incurred, students should also consider additional items or services needed for access abroad.

Examples of access-related expenses could include, but are not limited to::

Sign language interpretation services
Accessible housing
Accessible transportation on excursions
Quarantine, vaccinations and other pet-related needs for service animals
Assistive technologies

It is important for students to know that they are not necessarily responsible for covering all access-related expenses. Depending on the circumstances, the financial responsibility may be that of the home institution or the host program. If the overseas program falls under the purview of the home institution or a U.S.-based program provider, then more likely than not it is the responsibility of the home institution or the program provider to provide the necessary accommodations, according to the ADA. A conversation with the Office of Disability Services could be a good way to learn who covers the financial responsibility and how to pursue funding.

Resources: MIUSA TipSheets on Costs & Legal Obligations and Finding the Funding to Meet Obligations

Cross-Training for Staff

It should be clear by now that it is absolutely necessary to establish a collaborative relationship with the Office of Student Disability Services. While international educators hold expertise on study abroad programming options, the Office of Student Disability Services will provide invaluable expertise on working with students with disabilities (on a social, cultural, and logistical level) and how to make study abroad programming more accessible.

One such way to get started could be to seek out any training offered through the Office of Disability Services. Often, these offices provide some type of disability awareness training which includes core vocabulary in use, what is considered a disability, a history of disability in the U.S., dos and don’ts for working with students with disabilities, and specific scenarios to work through.

In addition to attending a training on campus, there are particular professional organizations that provide trainings or conferences. These opportunities can give international educators plenty of exposure to the barriers that students with disabilities may face when considering studying abroad. A few examples of these professional organizations include Diversity Abroad, Mobility International USA (MIUSA), Abroad with Disabilities, Association on Higher Education and Disability (AHEAD), and the National Academic Advising Association (NACADA) interest group Advising Students with Disabilities.

Understanding your Institution: Policy, Roles, and Responsibilities

Developing inclusive advising strategies requires an understanding of your campus structure, demographics, available resources as well as the roles and responsibilities of key individuals in the accommodation process. This section provides an overview of areas for consideration in identifying campus resources, developing advising strategies, and navigating relative roles and responsibilities in the accommodation process.

Understanding the Campus Context

Campus Resources

Every college and university is one of a kind; housing a distinct constellation of support staff and offering a unique combination of education abroad opportunities. It is important to become familiar with the services available at your institution in developing collaborative and supportive advising strategies. Disability Services should be a key partner in developing inclusive advising strategies, but there are also many other departments that can serve as resources in creating an inclusive education abroad office. Consider identifying and connecting directly with the following offices and/or individuals who serve the functions of the following offices:

Disability Services: The Office of Disability Services is the typically the primary contact for questions related to accessibility and accommodations for students with disabilities. Depending on the institution, Disability Services may provide support and advising to students regarding possible accommodations abroad, review accommodation requests for students studying abroad, advise or assist the Study Abroad office in developing inclusive advising strategies and communicating with international partners, and/or provide guidance in meeting accommodation requests for Study Abroad events and programming on campus.
Counseling Services: The Office of Counseling Services typically serves as the primary, campus resource in addressing student mental health needs. Depending on the institution, Counseling Services may provide support and advising to students regarding mental health wellness and possible accommodations abroad, assist students requesting accommodations by providing support documentation, and/or advise and assist the Study Abroad office in developing inclusive language and advising strategies for students with mental health conditions who are interested in education abroad.
Student Health: Student Health provides students with a combination of services related to on-campus student health, access to medication, and community referrals. Student Health may be a resource for students for questions about health and wellness abroad, including accessing prescription medication while traveling.
Legal Affairs / University Counsel: University Counsel provides legal advice and counsel on legal matters involving or affecting the institution. Depending on the institution, University Counsel may provide counsel and guidance regarding appeals of disability-related decisions or disability-related grievances; sometimes disability-related grievances are received by the institution’s ADA Coordinator.
Financial Aid: The Financial Aid Office assists students with the process and guidelines for financing their education. Financial Aid may provide assistance in communicating financial aid deadlines, discussing available funding sources, and answering questions about access to financial aid abroad, and processing scholarships.
Marketing / Communications: Marketing and Communications often serve as a primary resource in distributing accurate, up-to-date information about the institution. They may provide support in creating promotional and informational resources for the study abroad office; you may work with them to ensure content is accessible (ex: images have alternate text, videos are captioned).
Information Technology: IT often supports technology maintenance, hardware and software procurement, and web development. They may provide support in procuring accessible software for the Study Abroad office, and/or ensuring application portals and any web pages associated with the study abroad office are web accessible.
Multicultural Affairs and/or Disability Cultural Center: Provide support in building community around diverse identities on campus; Disability Cultural Centers specifically build community around disability. These offices may assist in facilitating outreach to students, developing pre-departure content and sessions around identity and intersectionality, and/or providing resources to ensure campus programming is accessible to a diverse audience.
Human Resources: HR units provide support and assistance regarding employment at the institution, often serving as the primary contact for work-related accommodation requests. HR may assist student workers and staff with disabilities in accessing work-related accommodations in the Study Abroad office, supporting increased representation of staff with disabilities within the office.
Disabled student organizations: Student groups on-campus that support students with disabilities may serve as resources in facilitating outreach to ability-diverse students and identifying possible study abroad alumni for peer mentoring.

External Resources

Keep in mind that you may find additional campus resources beyond those listed above, and that the role of these offices can vary depending on the institution. It is also helpful to be familiar with external resources, consider utilizing the following off-campus and community resources:

Vocational Rehabilitation: Provides employment-related assistance to persons with disabilities, including support to access post-secondary education. Students pursuing education abroad opportunities in their major or that otherwise contribute to future employment goals may be able to access funding and services through their state’s Vocational Rehabilitation office. For more information, please see the MIUSA TipSheet “VR & International Exchange.”
International Disabled People’s Organizations (DPOs): There is disability community all over the world. DPOs may serve as resource for students, the host partner, the Study Abroad office, and Disability Services in identifying barriers and possible accommodations within a local context.
Domestic, state-level organizations: Many states have organizations dedicated to training and advocacy around the rights of residents with disabilities within the state; for example, the Massachusetts Office on Disability.
Mobility International USA: A cross-disability organization serving those with cognitive, hearing, learning, mental health, physical, systemic, vision, and other disabilities. It offers numerous resources for persons with disabilities who wish to study abroad and/or engage in international development opportunities.
Abroad with Disabilities: A Michigan non-profit organization founded in 2015 with the goal of promoting the belief that persons with disabilities can and should go abroad. AWD works diligently to empower clients to pursue study, work, volunteer, and/or internship opportunities outside of the United States by creating dialogue, sharing resources, and spreading awareness.
External University Resources: Resources at other colleges and universities may also be beneficial in developing inclusive advising strategies. Access Abroad, Disability Resources & Educational Services, and the Disability Services or Study Abroad office at a host institution may provide useful resources and information.

Colleges and universities adopt different approaches to advising students with disabilities on education abroad, often depending on the size of the school. For small institutions with one- or two-person offices, there can be a high level of direct collaboration across departments. For larger institutions, there may be individuals within a Study Abroad or Disability Services office who are identified as the primary resource for students with disabilities who are pursuing education abroad. For example, George Washington University has identified a Disability Support Services and Office of Study Abroad liaison who receives accommodation letters from Disability Support Services.

Example Policies: Accommodation Processes for Education Abroad

The accommodation process itself can also vary depending on the institution and type of programming offered by the study abroad office. The Study Abroad office and Disability Services can have varying levels of involvement in the accommodation process for students studying abroad. Three examples of accommodation processes and different-sized institutions are below:

Large, public university: Texas A&M University Department of Disability Services (DDS) does its best to arrange and fund whatever accommodation the student would use if he/she were on campus enrolled in classes. Reasonable accommodations are determined on an individualized basis taking into consideration the student’s needs, the program structure, and available resources in the host country. Examples of ways DDS had supported program participants with disabilities include providing course materials in alternative format, arranging a sign language interpreter to accompany Deaf students, facilitating a cost analysis and funding the increase in transportation expenses for a wheelchair user to participate in required program activities, and collaborating with on-site staff to identify available academic/medical resources.
Large, public university: Students at Grand Valley State University are asked to complete an Accommodation Request Form together with their Disability Support Resources adviser and return this form to an identified Study Abroad Advisor who reviews the accommodations, notifies appropriate faculty / staff, and the meets with the student to review any information that is received about the requested accommodations. For more information about the accommodation process at Grand Valley, please see their Disability Accommodation Flow Chart.
Small, private college: The Office of Disability Services at the School for International (SIT) Training serves as the primary resource for students requesting accommodations for their semester abroad. Students submit an online Request for Accommodation Form and Disability Services then works with students and program staff through the interactive process to determine accommodations. While in-country conditions and resources vary by site, every effort is made to work collaboratively with students to facilitate an accessible educational experience. Examples of ways Disability Services has supported students include coordinating access to alternate format materials abroad, identifying alternate classroom locations to ensure access for students using wheelchairs, and working with homestay coordinators to identify supportive families for students with disabilities impacting mobility in the home.

Roles and Responsibilities

Determining possible accommodations is a collaborative effort that can involve multiple individuals across departments and even organizations. Generally speaking, the accommodation process is a student-initiated process that involves the student, Disability Services, the Study Abroad office, and/or program staff / faculty. This section provides general guidelines for roles and responsibilities in the accommodation process (Texas A&M University, University of Illinois).

Student Responsibilities:

Research and gather information about programs of interest, identifying 2-4 program choices
Explore and gather information about possible funding opportunities; create a budget and start planning for study abroad costs
Meet all application and financial aid deadlines
Start planning for accessibility early, consider what will be needed to accomplish tasks and access auxiliary or personal aids abroad, create a support plan prior to departure
Request information about access abroad and the accommodation process at the sending / host institution and request accommodations as early as possible
Manage the use of accommodations abroad and communicate with program staff, Disability Services, and/or the Study Abroad office as needed throughout the program
Remember that accessibility may look different abroad, ask questions in advance and be open and flexible

Disability Services Responsibilities:

Serve as a resource for students with disabilities with questions about access and accommodations abroad. Advise on accommodations that may be challenging to access in the host country (ex: lengthy quarantine periods for service animals).
Review requests for accommodation and submitted disability documentation
Work with student and program staff to identify barriers and discuss possible accommodations.
Determine accommodations that address barriers to access on a case-by-case basis and communicate accommodations and/or recommendations to appropriate faculty / staff.
Maintain student confidentiality regarding disability-related issues

Study Abroad/Education Abroad Office Responsibilities:

Assist with communicating any student accessibility issues with host institution.
Be familiar with differences in the provision of accommodations and role of the institution in approving and administering accommodations for faculty-led, direct enroll, and third party provider programs.
Serve as a resource for students with disabilities with questions about registration, planning to study abroad, academic fit, and geographic interest. May also provide accessibility information, depending on the institution.
Consult with Disability Services regarding disability-related questions.
Provide a list of students studying abroad to Disability Services and/or Counseling Services to allow them to discuss strategies for access abroad with students directly.
Facilitate equal access to the Study Abroad office, events, and materials.
Include information about requesting accommodations in pre-departure and outreach materials.
Maintain student confidentiality regarding disability-related issues.

Faculty and/or Program Leader Responsibilities:

Establish and document essential course / program requirements.
Include information about how to request accommodations in program materials in orientation materials and course syllabi.
Consult with Disability Services regarding disability-related questions, including inquiries related to a student’s accommodation letter.
Support the administration of accommodations during the program.

Program Research and Selection

When researching and selecting a program, among prospective participants’ concerns include finances, applicability of an international experience to their degree plan, and its benefits to future career goals. Students with disabilities share these same concerns. Equally important to address are the students’ needs to successfully participate in the program. Some programs are a better fit than others. Outlined below are best practices in guiding the student towards making an informed choice and selecting the ideal program.

Program Materials

In marketing a program (print or website content), it is best practice to utilize descriptive language and provide as much details as possible (e.g., the available courses, housing type(s), program contacts, highlights/anticipated excursions, tentative itinerary, and other essentials expectations). See Outreach to Students with Disabilities & Their Parents for additional ideas on outreach.

Programming aspects that might be of concern for students with disabilities when considering an international experience include mobility/transportation, housing, academic support services, meals/dietary restrictions, health (legality of medication, availability of medical support services/counselors), excursions, and/or overall pace of the program (e.g., physically rigorous, long days of lecture, and so forth). To bridge gaps in understanding a program structure’s pros and cons, take time to research:

Which study abroad programs offer support services / accommodations?
What type of support services / accommodations are available?
Who is the contact to initiate the process of setting up disability accommodations and/or send questions about accessibility?

Funding

Study abroad is an investment and no one source of funding will cover all the program expenses; it is realistic for students to consider multiple sources of funding. Advisors can help guide students through this stage of the planning process by verifying available funding options and related processes to share with students. For students with disabilities, support might be available through the Study Abroad office, Scholarships and Financial Aid office, and/or local state rehabilitation office. Becoming familiar with available funding opportunities (national, on campus, and in the community) eligibility requirements, and the related processes, can help advisors to better inform students of the options. Please visit the Financial Aid and Scholarships section in Advising & Application Support for Students with Disabilities & Their Families for more information about funding opportunities.

It will be helpful for students to create a budget detailing program-related expenses prior to confirming enrollment in a program, as well as additional expenses to be paid out of pocket before and while abroad. Depending on available support through the student’s home institution, students might incur additional expenses in financing other items related to access abroad.

Examples of access-related expenses could include, but are not limited to:

Sign Language Interpretation services
Accessible housing
Accessible transportation on excursions
Quarantine, vaccinations and other pet-related needs for service animals
Assistive technologies

It is important for students to know that they are not necessarily responsible for covering all access-related expenses. Depending on the circumstances, the financial responsibility may be that of the home institution or the host program. If the overseas program falls under the purview of the home institution or a U.S.-based program provider, then more likely than not it is the responsibility of the home institution or the program provider to provide the necessary accommodations, according to the ADA. A conversation with the Office of Student Disability Services could be a good way to learn who covers the financial responsibility and how to pursue funding.

Resources: MIUSA TipSheets on Costs & Legal Obligations and Finding the Funding to Meet Obligations

Inclusive Advising

When discussing available program options, other parties can provide valuable insights. Therefore, study abroad advisors must not feel obligated to be the sole source of information for the student.

When students schedule an advising appointment, create an opportunity to self-disclose questions/concerns to gauge who else to include on the conversation, request accommodations (if applicable and with proper advance notice), and to have other parties accompany the student to the appointment (e.g,, disability service advisor, parent/guardian, service animal, etc.).

Host Country Perceptions

When researching available program options, students might not readily consider how navigating accessibility and local perceptions of disability may be different abroad. This is common among first-time international travelers. Therefore, the advisor might need to initiate the discussion on this topic and related items for consideration. Diversity Abroad offers a great resource to assist in this regard, country-specific Diversity Climate Notes. For details, visit https://www.diversitynetwork.org/?page=CDN_homepage. Within the Diversity Abroad Network database, advisors can search by country and obtain more information about the local perception of women, individuals with disabilities, LGBTQ, religion, and/or racial/ethnic minorities.

Questions for Advisors.

As a study abroad advisor, you may find that your advisees with disabilities raise special concerns as they research and select their study abroad program. To be better prepared to address these potential concerns, ask yourself a few questions:

Which of your study abroad programs offer support services/disability accommodations?
Do you have a contact with each of your study abroad programs who can comfortably answer questions about accessibility?
What funding options exist at your institution for students with disabilities?
What are the application processes like?
Are you willing to accommodate more than one person during your advising sessions?
What resources do you have for determining local attitudes towards disability in your study abroad locations?

Outreach to Students with Disabilities & Their Parents

It is important for all education abroad professionals to ensure that outreach and interaction with students is conducted in an accessible and non-discriminatory way. In order to communicate the message that study abroad is for everyone, the outreach and marketing of study abroad experiences needs to be fully inclusive for the entire student population. The following steps areas should be considered in ensuring inclusive and accessible outreach.

Universal Design of study abroad program materials and website
Physical accessibility of the study abroad office
Inclusive messaging on program materials
How study abroad information is communicated
Essential program requirements identified

Universal Design

Ensure that websites are accessible for those using assistive technology; for example, ensure that all content is readable by screen reading software and images have appropriate alternative text associated with them (commonly known as “alt-tags”). Avoid color combinations that will be problematic for those who are colorblind (ex: blue text on a purple background). Informational or instructional videos should include captioning and/or a transcript.

Resource for creating accessible websites:

American Foundation for the Blind – Creating Accessible Websites

Universal Design examples:

University of Minnesota Access Abroad

University of Illinois at Urbana-Champaign Accommodations – Study Abroad

Office Accessibility

Consider how the physical location of your study abroad office may present mobility barriers. Are there stairs but no ramp? Do doors have automatic openers? Is there Braille signage outside of your office? Always consider access issues when planning events such as study abroad fairs and workshops; hold these events in accessible locations and make sure to announce the availability of accommodations in brochures and on websites.

Resource to assess the accessibility of your campus:

Self-Examination: How Accessible Is Your Campus (University of Washington)

Inclusive Messaging on Program Materials

Do you have Braille versions of program materials, or other digitally accessible versions online for students with visual disabilities? Do you include photos of students with apparent/visible disabilities in your marketing materials? Have you included perspectives from students with disabilities in your testimonials or office blog? Provide study abroad advising materials both in the education abroad office and the disability services office. Materials should encourage disclosure by providing information about access and requesting accommodations abroad as well as including disability in materials about diversity abroad.

Recruitment tips:

10 Recruitment Tips to Attract People with Disabilities (Mobility International USA)

Example of inclusivity in student experience messaging:

University of Minnesota Access Abroad – Student Experiences

Communicating Study Abroad Information

Heidi Sonenson at University of Minnesota’s Learning Abroad Center has published an excellent guide for NAFSA on education abroad advising to students with disabilities. Recommended guidelines include:

Students should be registered with their disability services office on campus so that this office can review disability documentation and participate in discussions about accommodations abroad. This ensures that the education abroad office is not in the sole position of determining what kinds of accommodations are appropriate for a particular student’s disability needs.

When reviewing a student’s application, it can sometimes be helpful to keep in mind a student’s disability status and any accommodations that have been provided. A student may have had a reduced course load, for example, as part of a disability accommodation, or a student may have had a difficult semester academically before recognizing the need for and receiving appropriate disability accommodations on campus. Clarifying these circumstances with a student during the application process can be helpful in interpreting the student’s application and identifying potential disability accommodation needs overseas. However, it is important to remember that institutions cannot discriminate against applicants on the basis of disability in program admission processes; for example, allowing knowledge of a disability to negatively impact an admissions decision.

Identify Essential Program Requirements

It is important that students understand essential program requirements. Provide the student with general information on what to expect in the host location and explore the difference between accessibility wants and needs. Family members can also be included in these conversations so they understand what is required to participate in the program and can address any concerns they may have about accommodations.

Resource:

Knowing What Disability Questions to Ask (MIUSA)
University of North Carolina Chapel Hill Study Abroad conducts an Accessibility Assessment for many programs in cities where their students study abroad. The article describes the project and includes a link at the bottom to the UNC Chapel Hill program search tool that features an “accessibility” tab for each program. Link to article about UNC Accessibility Assessment.

Tipsheet on modifying rules and regulations to include students with disabilities:

Changing Policies & Practices for Program Access (MIUSA)

Advising & Application Support for Students with Disabilities & Their Families

“To provide support for students, education abroad advisors should ensure support for students with disabilities throughout the advising and application process ... It is important to keep in mind when advising students, that while there is no clarification as to whether ADA Amendments apply to programs taking place outside the United States, advisors and their institutions should design, advise, and administer their programs with the presumption that those laws do apply.” - Guide from Eve Katz, through NAFSA – Students with Disabilities Studying Abroad

Having the Conversation

When advising and planning experiences abroad with students with disabilities, advisors should and are required to make accommodations whenever and wherever possible, but should also provide objective, realistic information about the learning environments (including physical landscape) abroad. The support team in country or on-site staff is one of the greatest resources for both students and advisors during the preparation process.

As previously mentioned, there are many guides or assessments available to solicit information from students as an effort to better understand their needs and also the accommodations necessary abroad to ensure success. While every institution may have a slightly different approach, here are two forms worth mentioning:

Resources:

University of Minnesota's Access Abroad website includes comprehensive information, including an accommodation request form
Grand Valley State University provides an Accommodation Request Form that students complete with their Disability Support Resources adviser and return to an identified Study Abroad Advisor. For more information about the accommodation process at Grand Valley, please see their Disability Accommodation Flow Chart.

Financial Aid and Scholarships

A top concern for any student interested in studying abroad, whether they have a disability or not, is the issue of funding. There are several types of funding sources available for students with disabilities who wish to study abroad; it is realistic for students to consider multiple sources of funding. Becoming familiar with available funding opportunities (national, on campus, and in the community) eligibility requirements, and the related processes, can help advisors to better inform students of their options.

Federal Financial Aid

Federal aid options include those assigned through FAFSA, including grants and Loans. Aid options also exist through the Department of Veterans Affairs and are applicable for disabled veterans.

Institutional Financial Aid

Whether it is funding from the study abroad office, the student’s department of study, or other institutional grants and scholarships, check with your institution’s financial aid office or office of fellowships to see what institutional opportunities may be available for students with disabilities.

Community Scholarships

Education Abroad Scholarships

Resources are available specifically for education abroad experiences and come from organizations that are dedicated to education abroad.

Resources from Program Providers

Certain program providers offer scholarships and grants for students who participate on their programs, including some that are specifically for students with disabilities.

U.S. Government Resources

The U.S. Department of State’s Bureau of Educational and Cultural Affairs has a Study Abroad branch that serves to provide information and other resources, including funding opportunities for institutions as well as students. The Gilman Scholarship Program is an ECA program, and award funds may be applied to costs related to accommodations for students with disabilities.

Search Engines and Databases

Consider: How will the funds travel?

Funding may come with its own stipulations and may not be eligible for use on certain programs, or for certain expenses. Ensure the student understands the terms and conditions surrounding accepting any type of funding. Check to see if funding can help pay for accommodation needs such as equipment or housing, or even an aid. MIUSA has developed a tipsheet with information on institutional obligations for equal access in education abroad.

Resource:

MIUSA TipSheet on Costs & Legal Obligations

Preparing Students for the Experience

This section addresses preparing students for their intended program once they have been accepted. Upon disclosure of a disability, it is best practice to facilitate a follow-up conversation with the student after acceptance. The preparation process has three main components: gather information, explore available resources, and plan.

Gather Information

Students requesting program accommodations and/or adjustments come with different personalities, strengths, and backgrounds. Some students have had their disabilities and health conditions since childhood, while others might be navigating disability and requesting accommodations for the first-time as they prepare for their international experience.

During the initial conversation with the student, take time to assess accommodation needs. To facilitate the conversation, reference the Conversation Guide created by Texas A&M Study Abroad Programs Office and Disability Services in the manual reference section.

In examining the program itinerary, create a list of needs from the date of departure to the date of return. Potential areas in which students might need assistance include:

lodging,
transportation,
excursions and out-of-the-classroom activities,
availability of academic support and classroom accommodations,
availability of on-site support and their procedures to access services,
pace of the program,
safety precautions to take as they pertain to the student’s disability,
food and/or dietary restrictions,
health resources and concerns (required and recommended vaccinations, legality of medicine, and availability of advance supply of prescription).

Other essential items to discuss include any potential accommodation needed to fully participate in pre-departure orientation sessions and/or access pre-departure orientation materials (e.g., inclusion of a sign language interpreter, materials in alternative formats, wheelchair accessible space, and so forth), funding and scholarship opportunities, and travel document requirements (e.g., passport and visa processes).

Equally important, during the initial conversation, obtain the student’s permission to discuss their essential accommodation requests and/or program adjustment needs with the on-campus Disability Services Office and related program contacts (e.g., program leader, program provider, and/or host institution). Any students who disclose a disability and request accommodations should be referred to the campus Disability Services Office. Some institutions require the students to be registered with the campus Disability Services Office prior to accessing accommodations, as Disability Services can best assess reasonable accommodations based on the student’s disability and documentation.

Explore Resources

After gathering information about the student’s needs, the second step is to explore available options with those familiar with the available resources in country and/or logistical arrangements. Individuals who can assist with this process include the third-party program provider, on-site support staff, resident director, and/or program leaders. As you work with the host institution/organization, their staff might be able to connect the students with additional resources to ease the transition or identify areas in which the staff might need more information to assist the student (e.g., training on the nature of the disability or copies of disability documentation).

Note: Some countries might not have laws similar to the Americans with Disability Act; therefore, the advisor might need to advocate differently for the students’ needs (e.g., solicit ways in which the in-country provider can help to ensure the student is safe and able to participate in this rewarding opportunity, as opposed to framing access as a legal obligation).

Furthermore, in the event of a roadblock, national organizations such as Mobility International USA and professional listserv (e.g., DSSHE-L for Disability Student Services professionals; Association on Higher Education and Disability listservs) can connect you with additional resources and allies abroad.

Plan

The final step of the preparation process is to plan. During this stage, it may be helpful to have a conference call/meeting including the student, Disability Services office, program provider/program leader/host institution contact, and Study Abroad Programs Office. Each person will contribute to different aspects of the plan

The action plan is created aligning the student’s needs with the available options in country. Equally important to discuss is a backup plan in the event of unexpected situations, such as an interpreter becoming ill, shipment of medical supplies being lost or becoming damaged in transit, or a laptop with adaptive software breaking. During these conversations, the student can articulate the impact of their disability on their daily routine, as well as their comfort level concerning alternative options. The student’s Disability Services office can assist with brainstorming ideas and confirming what is reasonable in accordance with the home institution’s policies.

Other items addressed during this stage include cultural perceptions and/or attitudes toward individuals with disabilities (if applicable), ways to navigate unexpected situations/dissatisfaction in services, group dynamics experienced by peers, and what to do in the event of an emergency. Some students are equipped with the skill sets to tackle challenges independently, while others might need guidance navigating issues as they arise. Nonetheless, emphasize the available resources at the home insinuation and in-country, keep the lines of communication open with an occasional informal check-in throughout the program, and internally document any essential decision-making issues and/or problems that arise.

Supporting Students While Abroad & Upon Return

“As a disabled twenty-something, I need access to life beyond the instrumental logic of accessibility. I also need access to intimacy, fun, community, self-actualization, self-determination, and so much more.” - Eddie Ndopu, 2016

While curricular accessibility is, in many ways, central to the experience of any student participating in education abroad, often the most memorable aspects of traveling are moments spent interacting with the host community outside of the classroom. Whether students are building friendships, trying new foods, exploring sites in the city, or just wandering, it is important to work with students, program staff, partners, and faculty in cultivating an environment where all students have access to the “fun, community, [and] self-actualization” of studying abroad. This section will cover considerations for preparing on-site staff and faculty, managing risk and navigating challenging situations in-country, and engaging students about their experience when they return to campus.

Home Campus and On-Site Staff Awareness and Preparedness

“My first choice study program was not very supportive of my disability, telling me that I would have to hire an assistant at my own cost, and that I would have to have others assist me in filling out their inaccessible forms. It was discouraging. I knew that going abroad with a visual impairment would be challenging, but it seemed like this program did not want to help me out. I passed and decided to search for a program that inspires all students to go abroad” - Juanita Lillie via MIUSA

Ensuring that education abroad staff are familiar with inclusive language and advising strategies for students with disabilities can be extremely influential to a student’s decision to study abroad. Provide time for the entire office to review resources and best practices around disability inclusion. Practice using inclusive language, ensure materials are available in multiple formats, and include information about accessibility and requesting accommodations in office materials to ensure that staff are prepared to confidently respond to student inquiries regarding possible accommodations.

For program staff and faculty, provide an orientation to their role in administering accommodations and any institutional policies around equal access to study abroad programming. If the institution provides onboarding training or materials to program staff and faculty, it may be helpful to include a general overview of the accommodation process and common accommodations. In situations where a student has requested accommodations, it will be beneficial to find time to meet with the program faculty, staff, and Disability Services to discuss the specific information needed to administer accommodations and review staff and faculty expectations. Invite program staff and faculty to ask questions and be available to coordinate one-on-one sessions with staff / faculty to discuss individual student accommodations as needed. As an example, at SIT Study Abroad incoming Academic and Program Directors receive an orientation to Disability Services and the accommodation process. SIT Disability Services has also recently participated in annual workshops for Academic Directors and program staff abroad, covering topics such as language and disability, common academic accommodations, and disability as cultural identity.

In addition to reviewing roles and responsibilities in the accommodation process, consider incorporating the following resources into staff and faculty trainings around disability inclusion more broadly:

Inclusive Language: Disability Identity and Language [CC] by Annie Elainey; Ableism / Language by Lydia X. Z. Brown; I am Disabled: On Identity-First Versus People-First Language by Cara Liebowitz
Relationships and building community within ability-diverse groups: Access Intimacy, Interdependence and Disability Justice by Mia Mingus, Microaggressive Experiences of People with Disabilities by Richard M. Keller and Corinne E. Galgay; Disability in the Writing Center: A New Approach (That’s Not So New) by Kerri Rinaldi

When Things Go Wrong: Risk Management Abroad

Managing risk in study abroad is an area with abundant training resources (ex: Gonzaga University, Risk Management for Faculty Directors; University of St. Thomas, Off-Campus Travel with Students; UT Austin, Global Risk and Safety; UCEAP, Risk Assessments). For students with disabilities studying abroad, it will be important to incorporate disability-specific planning into existing risk management procedures and ensure equal access to in-country resources. For example, planning for accessible communication strategies for students with hearing disabilities in the case of an emergency; identifying gender-affirming and/or same-gender mental health and medical providers in-country that have physically accessible locations; communicating information about necessary, disability-related assistance in the case of evacuation; and/or clearly articulating when students with concerns about disability-related discrimination would have access to university grievance procedures and/or redress under local laws and regulations.

Accommodation Concerns:

Check-in with students and perhaps program staff / faculty during the semester to confirm their accommodations are being administered appropriately. Address any concerns around a lack of accommodation as quickly as possible, following up with program staff and faculty to confirm the situation and clarify any expectations around staff / faculty’s role in facilitating equal access and/or a specific student’s accommodation letter. Connect students with resources on campus who may be able to support developing self-advocacy strategies.

Student Conduct:

In supporting student’s comprehension of conduct expectations, be sure to provide clear expectations and guidelines that not only include what not to do, but also describe what students should be doing. For example, expanding on the rule “Do not travel alone” to include “Travel in groups of two or three and return to the program center before 11:00PM.” Students with disabilities will also need equal access to any university conduct procedures; collaborate with Disability Services in responding to student conduct concerns that may be disability-related. In responding to such concerns, focus on observable behaviors (ex: “Faculty have communicated that you have been late to class all week”) and avoid making assumptions about the rationale behind the behaviors. Communicate concerns clearly and check to confirm that the student understands why they are being called in to discuss their behavior. Ask for more information, be direct in communicating program expectations and possible consequences for student conduct violations, and write down any directions for the student that emerge during the conversation. For more information on disability and student conduct processes, please see USC’s How Disabilities Can Impact Student Conduct.

Student Interactions:

Understand and train program staff / faculty on the boundaries that may indicate when a student conflict has transformed into a student conduct issue. Outline any role program staff / faculty are expected to serve in mediating conflict or disagreements between students. If staff / faculty are expected to provide assistance in mediating conflict and/or facilitating group dynamics, are they familiar with mediation practices? Do staff have an understanding of how power and privilege around disability may impact group dynamics?

Engage Students Returning to Campus

“All my life, people told me my disability would not stop me from doing whatever I wanted to do. Successfully completing a trip abroad allowed me to really believe that.” – Haben Girma

Returning from an education abroad experience can lead to a range of emotions and questions, the Study Abroad office can play a role in creating opportunities for students to discuss their experiences abroad, the impact of their travel, and the excitement and challenges of re-entry. For any formal feedback collected by the office, provide space for all students to discuss their experience with accessibility abroad. Ensure any survey platforms are web accessible or that alternate formats (ex: .docx format) are available upon request. Not every student with a disability will have disclosed or requested accommodation; however, they may still benefit from an opportunity to reflect on their experiences around access abroad.

Provide students with examples of multiple ways of reflecting and create diverse opportunities for students to unpack their experience through writing, reading, engaging online or offline, individually or in small groups. Facilitators should be prepared to discuss positive and negative experiences without trivializing or judging. If possible, assist in contextualizing cross-cultural encounters - asking students how their experience around access was similar or different from experiences at home; what language was new; how did they see people with disabilities being treated in their host community; what questions do they still have. Provide information about on-campus resources that are available to students who wish to continue processing challenging experiences, or to become more engaged with disability-related issues on campus.

Resources:

“Re-Entry Resources” from the Study Abroad office at Middlebury College
“Reverse Cultural Adjustment” from the College of Global Studies at Arcadia University.

Conclusion

This manual was developed to aid advisors in their efforts to support students with disabilities throughout the education abroad process. The Diversity Abroad Network and the authors of this manual are dedicated to supporting the informational and professional resource needs of all those individuals committed to advancing this endeavor. Thank you for sharing in our commitment; we appreciate your work. We hope this manual has been beneficial and has provided you with practical examples and effective approaches. If you find there is additional information that you would like to see addressed here, please share your thoughts with the Diversity Network so that we may include it in the next version of this manual.

Glossary of Terms

Compiled by the 2015-2016 Diversity Abroad Network Abilities Task force and

Adapted from the Americans with Disabilities Act and other sources to apply in the context of study abroad.

Disability: Under the ADA, a person with a disability is defined as an individual who has a physical or mental impairment that substantially limits one or more major life activities; has a history or record of such an impairment; or who is perceived by others as having such an impairment (U.S. Department of Justice).

Major Life Activity: Examples of major life activities include, but are not limited to, seeing, hearing, sleeping, walking, standing, speaking, learning, reading, concentrating, thinking, communicating, and interacting with others; as well as major bodily functions, including, but not limited to, digestive, bowel, bladder, neurological, respiratory, circulatory, cardiovascular, and reproductive functions.

Accommodation: An accommodation is an “alteration of environment, curriculum format, or equipment that allows an individual with a disability to gain access to content and/or complete assigned tasks” (University of Washington, DO-IT). Accommodations are determined on a case-by-case basis. An accommodation may not be considered reasonable if it conflicts with or violates the laws of the host country; poses a threat to health and safety; poses an undue financial or administrative burden upon the institution; or fundamentally alters an essential requirement of a course and/or academic program.

Undue Hardship or Burden: An action requiring significant difficulty or expense (Disability Rights California). Factors including, but not limited to, the nature and cost of the accommodation in relation to the size, financial resources, nature, and structure of the organization may be considered in determining undue burden. In the event of undue hardship, institution may share the expense with other entities, conduct a cost analysis, and/or explore alternatives that will achieve the same goals.

Fundamental Alteration: A modification or adjustment that significantly alters the

essential goals of the program (e.g., the option to opt out of a language course due to a disability/medical condition on a language immersion program). “Essential course requirements are the outcomes (including skills, knowledge, and attitudes) all students must demonstrate with or without using accommodations” (Stanford University, Determining Essential Requirements for Courses /Programs).

Auxiliary Aids: Postsecondary institutions are required to provide auxiliary aids and services when required by a student with a disability; examples of auxiliary aids and services include, but are not limited to interpreters, assistive listening devices, open and closed captioning, readers, notetakers, television enlargers, and taped texts (Office for Civil Rights).

Personal Aids: Aids and services of a personal nature, such as assistance in domestic tasks (ex: cooking) and personal care (ex: bathing) are not required to be provided by postsecondary institutions (Office for Civil Rights) but rather are the responsibility of the student. This can include personal attendants, hearing aids, wheelchairs, glasses, etc.

Standard of eligibility: program requirements must be the same for all students

applying to a program (e.g., cumulative GPR/GPA, course prerequisites, and good

academic and disciplinary standing).

Equal Access: provision of equitable access among participants to essential components of the program which include, but are not limited to, lodging, required excursions, group meals, group transportation, classroom space, and course materials.

References & Resources

Sample arrangements by the student and by the university support services Created by Texas A&M Study Abroad Programs Office and Disability Services

Download full document here

Includes bulleted lists of example arrangements for students with learning, mental health, physical or mobility, and chronic medical conditions.

Conversation Starter guide

Created by Texas A&M Study Abroad Programs Office and Disability Services

Download full document here

Shows three columns for conversation questions related to different types of disabilities, including health-related, mental health, and sensory disabilities.

National and Outside Funding Opportunities

Abroad with Disabilities Passport Scholarship http://abroadwithdisabilities.org/scholarship/
Diversity Abroad Scholarships http://www.diversityabroad.com/scholarships
GoAbroad.com Scholarships and Financial Resources http://www.goabroad.com/scholarships-abroad
Institute of International Education (IIE) http://www.iie.org/
LIVFund http://www.livfund.org/
Fund for Education Abroad http://fundforeducationabroad.org/applicants/
Benjamin A Gilman International Scholarship Program: https://www.iie.org/Programs/Gilman-Scholarship-Program

Funding Databases

Diversity Abroad Scholarships http://www.diversityabroad.com/scholarships
IIEPassport Study Abroad Funding http://www.studyabroadfunding.org/
Go Overseas Funding https://www.gooverseas.com/blog/65-study-abroad-grants-and-scholarships
DAAD Scholarship Database https://www.daad.org/en/find-funding/scholarship-database/
Mobility International USA 10 Scholarships to Fund your Travels Abroad http://www.miusa.org/resource/tipsheet/tenscholarships
STA Travel Study Abroad Scholarships http://www.statravel.com/scholarships.htm

Program Specific Funding

IES Abroad https://www.iesabroad.org/study-abroad/scholarships/disability-grants
CIEE-MIUSA Grant (think this might have been a one-time imitative)
DAAD Scholarships (mostly funded study and research opportunities) https://www.daad.org/en/

Health & Safety

Centers for Disease Control and Prevention http://wwwnc.cdc.gov/travel/
Safety Abroad First – Educational Travel Information Clearinghouse (SAFETI) http://globaled.us/safeti/
U.S. Department of State Bureau of Diplomatic Security (OSAC) https://www.osac.gov/Pages/Home.aspx
World Health Organization (WHO) http://www.who.int/topics/disabilities/en/

Outreach & Accommodation Guidance

Access Abroad https://umabroad.umn.edu/professionals/accessabroad/
American Association for People with Disabilities (AAPD) http://www.aapd.com/
Diversity Abroad http://www.diversityabroad.com/
Mobility International USA (MIUSA) http://www.miusa.org/
World Institution on Disabilities (WID) http://www.wid.org
Abroad with Disabilities http://abroadwithdisabilities.org

Publications

Hershey, L. (2005) Survival strategies for going abroad: A guide for people with disabilities. Retrieved from http://www.miusa.org/news/2014/bookclearance
Johnson, D. (2000). Enhancing out-of-class opportunities for students with disabilities. In H.A. Belch. (Ed.), Serving students with disabilities: New directions for student services, 91, 46 – 51. San Francisco, CA: Jossey-Bass.
Katz, E. (2007). Students with disabilities studying abroad. Retrieved from
http://www.nafsa.org/_/File/_/educationabroad_iesept_oct.pdf
Linderman, B. (2006). Best practices in addressing mental health issues affecting education abroad participants. Retrieved from http://www.nafsa.org/Professional_Resources/Browse_by_Interest/Education_Abroad/Network_Resources/Education_Abroad/Best_Practices_in_Addressing_Mental_Health_Issues_Affecting_Education_Abroad_Participants/
McLeod, L., & Scheib, M. (2005). A practice of yes! Working with overseas partners to include students with disabilities.
Scheib, M., & Sygall, D. (2005). Rights and responsibilities: A guide to national and international disability related laws for international Exchange Organizations and participants.
Soneson, H. M. (2009). Education abroad advising to students with disabilities. Retrieved from http://www.nafsa.org/uploadedFiles/NAFSA_Home/Resource_Library_Assets/Publications_Library/AdvisEAstudDis.pdf
University of Pittsburg Study Abroad Office. (n.d.). Making it happen: Study abroad for students with disabilities documentary.

Travel Assistance & Trip Preparations

U.S. Department of State Smart Traveler Enrollment Program https://step.state.gov/step/
U.S. Department of State Students Abroad Planning Guide https://travel.state.gov/content/studentsabroad/en.html
Transportation Security Administration http://www.tsa.gov/travelers/airtravel/specialneeds/index.shtm