Building a Study Abroad Program with Disability Access as a Foundation

Authors

  • Pingchien Neo University of Florida
  • Cara Simon Learn International
  • Jenna Gonzalez University of Florida
  • Chris Lawlor Learn International

DOI:

https://doi.org/10.36366/frontiers.v1iForumEATLT1.1049

Keywords:

Accessibility, disability, inclusive, international, technology

Abstract

The UF in London Technological Applications for Disability Access is an innovative short-term study abroad program that uniquely integrates disability access with engineering technology. This groundbreaking initiative, the first of its kind at the University of Florida is the culmination of many years of efforts by the Disability Resource Center and the College of Engineering, in partnership with Learn International. The program aims to provide inclusive international experiences, ensuring that all students, regardless of ability, can participate fully. In this Program Model essay, we explore the program’s framework and implementation, highlighting key insights from faculty and student experiences. Additionally, we share valuable lessons learned and discuss the future direction of the program, including plans for expansion, curriculum enhancements, and strategies to further bridge the gap between technology and accessibility. This reflection will offer guidance for institutions looking to develop similar programs, with a focus on sustainability and long-term impact.

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Author Biographies

Pingchien Neo, University of Florida

Pingchien Neo, PhD, is Director of International Engineering Programs at the University of Florida. She holds degrees from UC Berkeley, ETH Zürich, and earned her Ph.D. from UF in 2024. With industry experience across four countries, she began academia as a nuclear engineering lecturer. Now, she leads UF’s global engineering initiatives, expanding student opportunities in study abroad, research, internships, and service learning. Her global outlook fuels her passion for empowering students through international experiences.

Cara Simon, Learn International

Cara Simon, MA, MSW, is Co-Founder and COO of Learn International, bringing over a decade of experience in study abroad, student exchange, and ESL programs. She holds two master's degrees, in Higher Education Administration and in Social Welfare. Having lived and worked in multiple countries, she deeply values global education. At Learn International, she leads strategic partnerships, student services, and health and safety, while also focusing on business development and team leadership to support transformative international experiences.

Jenna Gonzalez, University of Florida

Jenna Gonzalez, Ed.S., M.Ed., is Director of the Disability Resource Center at the University of Florida, where she has over eight years of leadership advancing accessibility in higher education. In addition to her campus role, Jenna developed and leads the UF in London: Technological Applications on Disability Access program, offering students an international lens on disability rights, policy, and advocacy. She holds advanced degrees in Special Education from the University of Florida’s College of Education.

Chris Lawlor, Learn International

Chris Lawlor, MSc, has lived and worked on four continents—North America, Europe, Australia, and Asia. With a passion for immersive travel and cultural exploration, he believes that the best learning experiences occur beyond the familiar, embracing the idea that “travel is education.” Chris works to develop international education programs throughout Europe, helping institutions and individuals create transformative global learning experiences. His expertise includes institutional internationalization, partnership development, and program design.

References

Hameister, B. G., Matthews, P. R., Hosley, N. S., & Groff, M. C. (1999). College Students with Disabilities and Study abroad: Implications for International Education Staff. Frontiers: The Interdisciplinary Journal of Study Abroad, 5(1), 81–100. https://doi.org/10.36366/frontiers.v5i1.73

Institute of International Education (IIE). (2022). Profile of U.S. study abroad students 2006/07-2020/21. Open Doors Report on International Education Exchange. https://opendoorsdata.org/

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Kuh, G. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. American Association of Colleges & Universities.

RIX. (n.d.). RIX Inclusive Research. University of East London. https://www.rixinclusiveresearch.org/

Roberts, L. (2009). Have wheelchair, will travel: Disabled students study abroad, too. The Chronicle of Higher Education, 56(8), B18-B20.

Shames, W., & Alden, P. (2005). The impact of short-term study abroad on the identity development of college students with learning disabilities and/or AD/HD. Frontiers: The Interdisciplinary Journal of Study Abroad, 11(1), 1–31. https://doi.org/10.36366/frontiers.v11i1.149

Soneson, H. M., & Fisher, S. (2011). Education abroad for students with disabilities: Expanding access. New Directions for Student Services, 2011(134), 59-72. https://doi.org/10.1002/ss.395

Soneson, H. M., Cordano, R. J. (2009). Universal Design and study abroad: (Re-) designing programs for effectiveness and access. Frontiers: The Interdisciplinary Journal of Study Abroad, XVIII, 269-288.

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Published

2025-05-29

How to Cite

Neo, P., Simon, C., Gonzalez, J., & Lawlor, C. (2025). Building a Study Abroad Program with Disability Access as a Foundation. Frontiers: The Interdisciplinary Journal of Study Abroad, 1(ForumEATLT1), 1–11. https://doi.org/10.36366/frontiers.v1iForumEATLT1.1049

Issue

2025: Education Abroad Teaching & Learning Toolbox powered by The Forum on Education Abroad

Section

EA Teaching & Learning Toolbox - Program Models

License

Copyright (c) 2025 Pingchien Neo, Jenna Gonzalez, Chris Lawlor, Cara Simon

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.