1.4 Advising and Coordination: Fundamentals to Making Study Abroad

AccessibleIrene Scott

Coordinating Presenter Texas A&M – College Station

Study Abroad Advisor II

Alicia GuevaraPresenter

Texas A&M – College Station Accommodations Counselor

Matthew Rader Presenter

IES Abroad Dean of Students

Learning Outcomes

Fundamental: Understand how the accommodation process

may differ across study abroad program models.

Understand roles and responsibilities of parties involved in the planning process.

Application: Learn how Disability Services staff can

collaborate with program coordinators to make international experiences accessible.

Obtain recommendations and strategies to troubleshoot common requests for disability accommodations.

Definition of Study Abroad

“An educational program of study, work, research, or internship that is conducted outside the U.S. and that carries academic credit toward fulfilling the student’s degree requirements.”

Source: Stone, P., Director of Overseas Programs at Washington University in St. Louis

National Growth in Study Abroad

2000/2001

2001/2002

2002/2003

2003/2004

2004/2005

2005/2006

2006/2007

2007/2008

2008/2009

2009/2010

0

50,000

100,000

150,000

200,000

250,000

300,000

The number of students studying abroad nationally has increased 57% between 2000 – 2001 (154,168 partici-

pants) and 2009 – 2010 (270,604 participants)

Source: Institute for International Education (IIE) Open Doors Reports

Trends in Study Abroad

Institutional commitment to internationalization, globalization, and diversity.

Development of strategic diversity and funding initiatives to increase access to study abroad among underrepresented groups.

Increase in students participating in short-term programs.

Increase in diverse program offerings and travels to non-English speaking countries.

Source: Institute of International Education (2007) Study Abroad White Paper Series: Current Trends in U.S. Study Abroad & the Impact of Strategic Diversity Initiatives

U.S. Students Participation by Regions According to IIE, 270,604 U.S. students studied abroad nationwide during 2009 – 10.

Europe 59%

Latin America 16%

Asia13%

Oceania6%

Middle East5%

Top 10 Destinations among U.S. students

1. United Kingdom

2. Italy

3. Spain

4. France

5. China

6. Australia

7. Germany

8. Mexico

9. Ireland

10. Costa Rica

Study Abroad Students with Disabilities

Primary Finances Relevance to degree

plan/academic plans Career benefits Program structure

Secondary Health and safety Knowledge of a foreign

language Ability to be

accommodated in host country

Source: 2011 Study Abroad Survey of Texas A&M University students registered with the Department of Disability Services, n=121.

Of the 270,604 U.S. students who studied abroad in 2009 - 10, the percentage of participants with disabilities was 4%.

Concerns among Prospective Study Abroad Students

Accommodating Students Abroad

Factors to consider include: Student’s program structure Home institution’s mission, goals, and

policies Program destination and host culture

Accommodating Students Abroad - Program Models Home university owned and

operated Home university

partnerships Independent student Individual faculty/staff travel

study program Hybrid Programs

Source: Rhodes, G., Director of the Center for Global Education at Loyola Marymount University http://www.studentsabroad.com/usa/whorunsyourprog.asp

Accommodating Students Abroad - Duty of Care

Duty of Care is that people are free to act as they please so long as their actions do not infringe on the interest of others. When someone fails to comply with the duty of exercising reasonable care, a potentially tortuous act may have been committed. Failure to live up to a standard may be an act or an omission. It can be an intentional act, a careless act, or a carefully performed but nevertheless dangerous act that results in injury.

Accommodating Students Abroad – Levels of Responsibility

Program Models: Home university owned and operated and individual faculty/staff led study program Student Expectations: Students receive similar accommodations abroad as home institution. Some flexibility may apply depending on available resources. Recommended Steps:

Disability Services staff liaises with program coordinators to determine and arrange appropriate accommodations. May conduct a cost analysis as needed. Student can’t be charged additional fees for “necessary accommodations.”

Program Models: Independent student, host institution partnerships, and hybrid programs

Student Expectations: Availability of resources will depend on the program structure and host country.

Recommended Steps: Disability Services staff should encourage student to disclose disability to Study Abroad staff, program coordinators, and/or support staff in country. Parties work collaboratively to facilitate appropriate accommodations.

University Coordinated Programs

Externally Coordinated Programs

Providing Accommodations based on Host Culture

Procedural: Accommodations are provided due to the law. Additional paperwork may be required to access and confirm services.

Personal: Accommodations are arranged through direct communication about what is needed and why. Services are facilitated through networks and partnerships.

Community: Accommodations are the responsibility of the individual’s peers, family and community, rather than by institutions or governments.

Source: Mobility International USA Audio conference Webinar – January 2009; http://www.miusa.org/ncde/tipsheets/disabilityculture

Some legal cases involving Accessibility Abroad • St. Louis University (1990)

Student with learning disability requested Macintosh computer in Spain (he had access to an IBM computer)

Office of Civil Rights (OCR) found that Section 504 may apply extraterritoriality but student was reasonably accommodated

• St. Scholastica College (1992) Deaf student needed interpreter in

Ireland Office of Civil Rights found that Section

504 applied to its program in Ireland

Legal cases continued

• Bird v. Lewis and Clark College (2002) Student who used wheelchair in

Australia Extraterritoriality upheld by federal

district court (Lewis and Clark College sponsored program, provided faculty)

• Arizona State University (2001) Deaf student requested interpreter in

Ireland Office of Civil Rights found that

extraterritoriality did not apply because ASU did not operate program

Accommodating Students Abroad –

Program Planning ProcessPotential Parties Involved: Student, program faculty/trip leader, Disability Services staff, Study Abroad staff, third-party program provider, and/or host institution.

Recommended Timeline

Research & Program Selection

6 – 12 months prior to departure

Application 4 – 12 months prior to departure

Pre-departure Preparations 4 – 6 months prior to departure

Abroad Vary

Reentry 1– 4 weeks after the program

Accommodating Students Abroad – Aspects to consider

Mobility/Transportation Housing Learning (testing, note taking, reading, etc.) Meals/Diet Health (medication, doctors, counselors,

etc.) Excursions Program schedule and pace

Student Role & Responsibilities

Research & Program Selection Disclose disability to study abroad program coordinators to

initiate the accommodation process. Failure to do so can result in loss of money, time, and satisfaction.

Pre-departure Research the host destination and develop realistic

expectations about the availability of program accommodations in the host countries.

Be proactive and create awareness of needs prior to departure and while abroad (e.g., learn how to describe his/her disability and ask for help in the local language).

Follow through with any program-related tasks, as well as further review and discuss program itinerary with program coordinators.

Provide adequate documentation or accommodation letter (if applicable).

While Abroad Provide own personal devices, equipment, and personal

assistants.

Sample Arrangements by the Student

Note: Students are encouraged to share their accommodation letter with the

faculty accompanying them and/or the on-site support staff.

Arrangements by program participants with learning disabilities: • Liaise with

program coordinator about available services in host country.

Arrangements by program participants with psychological disabilities: • Finalize

treatment plan with a medical professional.

• Liaise with program coordinator about available services in host country.

Arrangements by students with physical or mobility disabilities:• Mail special

equipment. • Verify

available services and airport regulations.

• Quarantine of service animal.

• Liaise with program coordinator about available services in host country.

Arrangements by students with chronic medical conditions:

• Finalize treatment plan with a medical professional.

• Request advance supply of medicine.

• Verify whether or not medication is legal in host country.

• Verify airport regulations

Disability Services Role & Responsibilities Pre-departure Research and understand institutional goals and policies. Educate students and staff of legal rights and

responsibilities, as they pertain to the university goals and missions.

Help student make the best accommodation choices for his/her needs based on program structure (lecture/classroom based vs. activity/project based).

Do best to arrange and fund whatever accommodations the student would use if he/she was on campus taking classes.

Set up an action plan for the student and program coordinators.

Share accommodation letter with program coordinators with student’s permission.

Sample Arrangements by Disability Services

Arrangements for students with learning disabilities:

• Coordinate a quiet test environment.

• Facilitate extended time.

• Collaborate with on-site coordinator to identify academic resources.

• Provide course materials in alternate format as needed.

Arrangements for students with physical or mobility disabilities:

• Provide course materials in alternate format as needed.

• Arrange sign language interpreter.

Arrangements for students with psychological disabilities:

• Collaborate with on-site coordinator and campus departments to identify resources.

Arrangements for students with chronic medical conditions:

• Coordinate flexible schedule.

• Collaborate with on-site coordinator and campus departments to identify resources.

Study Abroad Office Role & Responsibilities (if applicable)

Research & Program Selection Assess students’ interests and goals. Encourage early disclosure.

Pre-departure Facilitate follow-up with student in the event of disclosure

of disability to obtain more information and ensure emergency preparedness.

Inform appropriate parties of student’s disclosure with student’s permission.

Address cultural and/or logistical concerns related to student’s anticipated program location. Explain cultural implications/perceptions in foreign countries (if applicable).

Document actions that need to be taken.

Host Institution/Program Provider Role & Responsibilities (if applicable)

During the application and pre-departure process, both Provide information about the program courses, housing,

itinerary, excursions, and/or alternative options. Provide information about available resources in the host

country and cultural content of disability accommodations. Assist with student’s academic and cultural adjustment in host

country. Assist with access to classes, program-related excursions, and

housing. May facilitate awareness training to parties involved on site (if

applicable).

Host Institution Depending on laws regarding accessibility and equal access,

some host intuitions may not be willing to provide any accommodations.

Case Study #1

Student:

Wheelchair user

Destination:

Japan

Accommodation Request:

Accessible entrances and transportation

Program Type:

Independent Student

Case Study #2

Student:

Deaf

Destination:

South Pacific

Accommodation Request:

American Sign Language Interpreter

Program Type:

University-sponsored; Individual Faculty/Staff Travel Study Program

Case Study #3

Student:

Progressive Blindness/Visual Impairment

Destination:

South America

Accommodation Requests:

Service animal and text in an alternate format

Program Type:

Independent Student; Home University Partnerships

Summary of Common Accessibility Concerns Legal issues

Equal Access Reasonable Accommodations Fundamental alterations

Structural accessibility Cultural differences Availability of resources Funding

Success Stories

“[Studying abroad] was definitely something that had changed my life, an experience I will

never forget. I highly recommend Aggies go abroad; not only to step out of their comfort

zone, but also to learn many new things during an incredible and exciting adventure.”

Sachiko Flores

Wildlife and Fisheries Sciences

Texas A&M University

“I want to go beyond my expectations and horizons and also want to see what other countries look like. It’s my first time to go out of the country…[The experience] was amazing.”

Daniel Andrews

Recreation, Park, and Tourism Sciences

Texas A&M University

Best Practices

Create a joint advising plan between Disability Services and Study Abroad offices.

Encourage early disclosure of disability. Develop linkages with individuals in key offices

and community contacts. Brainstorm key questions to ask to determine

level of program accessibility. Provide resources addressing accessibility in

study abroad. Be flexible.

Source: Soneson, H. & Cordano. R. “Students with Disabilities Self-Study for Advisors” International Educator 2007

Final Points

There is no “one size fits all” approach to accommodating students with disabilities.

The planning process is a collaborative effort.

Empower the students to play a role in raising awareness.

Availability of accommodations will depend on program structure, the student’s need, and host country.

Questions?

A handout of resources is available at http://www.ahead.org/conferences/2012.

Irene ScottCoordinating Presenter

Texas A&M – College Station Study Abroad Advisor II

isscott@tamu.edu

Alicia GuevaraTexas A&M – College Station Accommodations Counselor aliciag@disability.tamu.edu

Matthew RaderIES Abroad

Dean of Students mrader@iesabroad.org