Universal Design and Study Abroad: (Re-)Designing Programs for Access
DOI:
https://doi.org/10.36366/frontiers.v18i1.266Keywords:
Health and safety abroad, Education abroad, Study abroad, Good practices for education abroad, Program resources, Access assessmentAbstract
This article provides study abroad programs with a new and innovative way to create a more responsive overseas context for the growing range of students studying abroad. By utilizing the Access Assessment Survey to consider ways to meet the needs of students with various functional differences, U.S. institutions and overseas providers can identify the program modifications and design changes required to benefit a variety of student learning and living needs. In order for study abroad to be an integral part of the U.S. student’s academic experience and, in this process, help to create informed citizens, it must be accessible to many different learners. Identifying and addressing the needs of students with functional differences is an important step in this direction.
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References
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Hebel, S. (2002). Advocates for students with disabilities criticize education dept. ruling on study-abroad program. Chronicle of Higher Education, 48(18), A31.
Johnson, D. (2000). Enhancing out-of-class opportunities for students with disabilities. New Directions for Student Services, 91, 41–53.
Kanter, A. S. (2005). The right of students with disabilities to equal participation in study abroad programs. In S. S. Sygall & M. Scheib (Eds.), Rights and Responsibilities: A guide to national and international disability-related laws for international exchange organizations and participants. (pp. 41–45). Eugene, OR: Mobility International USA.
Keen, K. (2005). Arranging for sign language interpretation abroad: A disability service provider perspective. In S. S. Sygall & M. Scheib (Eds.), Rights and Responsibilities: A guide to national and international disability-related laws for international exchange organizations and participants. (pp. 89–91). Eugene, OR: Mobility International USA.
Lebold, C. J., Henry, A., Houston, P., Jackson, M., Scheib, M., & Van Der Meid, S. (2007). Reaching underrepresented constituencies. In J. L. Brockington, W. W. Hoffa, and P. C. Martin (Eds.), NAFSA’s guide to Education abroad for advisers and administrators (207–238). Washington D. C.: NAFSA: Association of International Educators.
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McGuire, J. M., Scott, S. S., and Shaw, S. F. (2006). Universal design and its applications in educational environments. Remedial and special education 27(3), 166–175.
McLeod, L. & Scheib, M. (2005). A practice of yes! Eugene, OR: Mobility International USA.
Mobility International USA. (2004). Checklist for inclusion. Excerpt from building an inclusive development community: A manual on including people with disabilities in international development programs.
NAFSA: Responsible Study Abroad: Good Practices for Health & Safety. (2002). Washington D. C.: The Interorganizational Task Force on Safety and Responsibility in Study Abroad.
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Parker, D. R., Embry, P. B., Scott, S. S., and McGuire J. M. (2003). Disability service providers’ perceptions about implementing Universal Design for Instruction (UDI) on college campuses (Tech. Rep. No. 3). Center on Postsecondary Education and Disability, University of Connecticut.
Saito, Y. (2006). Awareness of Universal Design among facility managers in Japan and the United States. Automation in Construction 15(4), 462–478.
Scheib, M. (1999). Intercultural negotiation in Spanish-speaking countries: Perceptions of U.S. students with disabilities in study abroad. Unpublished doctoral dissertation, University of Minnesota, Minneapolis.
Scott, S. S., McGuire, J. M. and Foley, T. F. (2003). Universal Design for Instruction: A framework for anticipating and responding to disability and other diverse learning needs in the college classroom. Equity & Excellence in Education 36(1) 40–49.
Sygall, S. S & Scheib, M (Eds.), Rights and Responsibilities: A guide to national and international disability-related laws for international exchange organizations and participants. (pp. 89–91). Eugene, OR: Mobility International USA. University of Washington. (n.d.). www.washington.edu/doit/
Wehmeyer, Michael L. (2006). “Universal Design for learning, access to general education curriculum and students with mild mental retardation”. Exceptionality 14(4), 225–235.
Zola, I. K. (1989). Toward the necessary universalizing of a disability policy. The Milbank Quarterly, 67(2), 401–428.
Zola, I. K. (1993). Disability statistics, what we count and what it tells us: A personal and political analysis. Journal of Disability Policy Studies, 4(2), 9–39.
Breslin, M. & Yee, S. (2005). International law and policy. In S. S. Sygall & M. Scheib (Eds.), Rights and Responsibilities: A guide to national and international disability-related laws for international exchange organizations and participants. (pp. 29–38). Eugene, OR: Mobility International USA.
Brown University. (n.d.) www.brown.edu/Administration/Dean_of _the_College/uid/html/foreign.shtml
Canadian Human Rights Commission. (2006). International best practices in universal design: A global review. Ottawa, Canada:Betty Dion Enterprises Ltd.
Center for Applied Special Technology. (n.d.). www.cast.org
Center on Postsecondary Education and Disability. (n.d.). www.cped.uonn.edu.
Embry, P., Scott, S., & McGuire, J. (2004). The legal context for postsecondary students with disabilities, institutions of higher education, and faculty members. Storrs: University of Connecticut, Center on Postsecondary Education and Disability.
European Agency for Development in Special Needs Education. (2006). Special needs education in Europe: thematic publication: provision in post-primary education/ European Agency for Development in Special
Needs Education. Odense: European Agency for Development in Special Needs Education.
Global Competence and National Needs: One Million Students Studying Abroad. Commission on the Abraham Lincoln Study Abroad Fellowship Program. November 2005. http://www.aplu.org/NetCommunity Page.aspx?pid=731
Golden, M. (2005). The civil rights of travelers with disabilities: The impact of the Americans with disabilities act and other disability civil rights laws. In S. S. Sygall & M. Scheib (Eds.), Rights and Responsibilities: A guide to national and international disability-related laws for international exchange organizations and participants. (pp. 15–26). Eugene, OR: Mobility International USA.
Gore, J. E. (2005). Policy implications. In Dominate beliefs and alternative voices: Discourse , belief, and gender in American study abroad. New York: Routledge.
Hebel, S. (2002). Advocates for students with disabilities criticize education dept. ruling on study-abroad program. Chronicle of Higher Education, 48(18), A31.
Johnson, D. (2000). Enhancing out-of-class opportunities for students with disabilities. New Directions for Student Services, 91, 41–53.
Kanter, A. S. (2005). The right of students with disabilities to equal participation in study abroad programs. In S. S. Sygall & M. Scheib (Eds.), Rights and Responsibilities: A guide to national and international disability-related laws for international exchange organizations and participants. (pp. 41–45). Eugene, OR: Mobility International USA.
Keen, K. (2005). Arranging for sign language interpretation abroad: A disability service provider perspective. In S. S. Sygall & M. Scheib (Eds.), Rights and Responsibilities: A guide to national and international disability-related laws for international exchange organizations and participants. (pp. 89–91). Eugene, OR: Mobility International USA.
Lebold, C. J., Henry, A., Houston, P., Jackson, M., Scheib, M., & Van Der Meid, S. (2007). Reaching underrepresented constituencies. In J. L. Brockington, W. W. Hoffa, and P. C. Martin (Eds.), NAFSA’s guide to Education abroad for advisers and administrators (207–238). Washington D. C.: NAFSA: Association of International Educators.
Madaus, J. W., Scott, S. S., and McGuire J. M. (2003). Barriers and bridges to learning as perceived by postsecondary students with learning disabilities (Tech. Rep. No. 01). Center on Postsecondary Education and Disability, University of Connecticut.
McGuire, J. M., Scott, S. S., and Shaw, S. F. (2006). Universal design and its applications in educational environments. Remedial and special education 27(3), 166–175.
McLeod, L. & Scheib, M. (2005). A practice of yes! Eugene, OR: Mobility International USA.
Mobility International USA. (2004). Checklist for inclusion. Excerpt from building an inclusive development community: A manual on including people with disabilities in international development programs.
NAFSA: Responsible Study Abroad: Good Practices for Health & Safety. (2002). Washington D. C.: The Interorganizational Task Force on Safety and Responsibility in Study Abroad.
National Bureau for Students with Disabilities. (2007). The Skill Journal. June(88).
North Carolina State University. (n.d.). http://www.design.ncsu.edu/cud/
Parker, D. R., Embry, P. B., Scott, S. S., and McGuire J. M. (2003). Disability service providers’ perceptions about implementing Universal Design for Instruction (UDI) on college campuses (Tech. Rep. No. 3). Center on Postsecondary Education and Disability, University of Connecticut.
Saito, Y. (2006). Awareness of Universal Design among facility managers in Japan and the United States. Automation in Construction 15(4), 462–478.
Scheib, M. (1999). Intercultural negotiation in Spanish-speaking countries: Perceptions of U.S. students with disabilities in study abroad. Unpublished doctoral dissertation, University of Minnesota, Minneapolis.
Scott, S. S., McGuire, J. M. and Foley, T. F. (2003). Universal Design for Instruction: A framework for anticipating and responding to disability and other diverse learning needs in the college classroom. Equity & Excellence in Education 36(1) 40–49.
Sygall, S. S & Scheib, M (Eds.), Rights and Responsibilities: A guide to national and international disability-related laws for international exchange organizations and participants. (pp. 89–91). Eugene, OR: Mobility International USA. University of Washington. (n.d.). www.washington.edu/doit/
Wehmeyer, Michael L. (2006). “Universal Design for learning, access to general education curriculum and students with mild mental retardation”. Exceptionality 14(4), 225–235.
Zola, I. K. (1989). Toward the necessary universalizing of a disability policy. The Milbank Quarterly, 67(2), 401–428.
Zola, I. K. (1993). Disability statistics, what we count and what it tells us: A personal and political analysis. Journal of Disability Policy Studies, 4(2), 9–39.
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Published
2009-08-15
How to Cite
Soneson, H., & Cordano, R. J. (2009). Universal Design and Study Abroad: (Re-)Designing Programs for Access. Frontiers: The Interdisciplinary Journal of Study Abroad, 18(1), 269–288. https://doi.org/10.36366/frontiers.v18i1.266
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Research Articles
