Accommodations, Accessibility, and Culture

Increasing Access to Study Abroad for Students With Disabilities

Research output: Contribution to journalArticle

Abstract

Student mobility is a key aspect of internationalization of higher education. Within the broad population of students who have the opportunity to study abroad, however, there are particular groups who are under-represented. In the United States, for example, approximately 11% of undergraduate students in postsecondary degree-granting institutions have disclosed that they have a disability, yet only 8.8% of those who study abroad disclosed to having a disability to their home institutions. To better understand why under-representation may be occurring, this article examined study abroad through Schwanke, Smith, and Edyburn’s “A3” model of inclusive education, which highlights efforts of institutions related to advocacy, accommodations, and accessibility. Findings indicate that institutions—even those with strong reputations in study abroad for students with disabilities—are heavily focused on ensuring appropriate accommodations for students and only beginning to explore the design of programs through the lens of accessibility. Implications for international education units, such as the role of partnership building and commitment to Universal Design principles, are discussed.

Original languageEnglish (US)
JournalJournal of Studies in International Education
DOIs
StatePublished - Jan 1 2019

Fingerprint

studies abroad
accommodation
disability
student
education
internationalization
reputation
commitment
Group

Keywords

  • accessibility
  • accommodations
  • disability
  • internationalization of higher education
  • mobility of students and academic staff
  • study abroad

Cite this

@article{d5a6956bd5d44b4e8e3084ae6e781f28,
title = "Accommodations, Accessibility, and Culture: Increasing Access to Study Abroad for Students With Disabilities",
abstract = "Student mobility is a key aspect of internationalization of higher education. Within the broad population of students who have the opportunity to study abroad, however, there are particular groups who are under-represented. In the United States, for example, approximately 11{\%} of undergraduate students in postsecondary degree-granting institutions have disclosed that they have a disability, yet only 8.8{\%} of those who study abroad disclosed to having a disability to their home institutions. To better understand why under-representation may be occurring, this article examined study abroad through Schwanke, Smith, and Edyburn’s “A3” model of inclusive education, which highlights efforts of institutions related to advocacy, accommodations, and accessibility. Findings indicate that institutions—even those with strong reputations in study abroad for students with disabilities—are heavily focused on ensuring appropriate accommodations for students and only beginning to explore the design of programs through the lens of accessibility. Implications for international education units, such as the role of partnership building and commitment to Universal Design principles, are discussed.",
keywords = "accessibility, accommodations, disability, internationalization of higher education, mobility of students and academic staff, study abroad",
author = "Johnstone, {Christopher J} and Paul Edwards",
year = "2019",
month = "1",
day = "1",
doi = "10.1177/1028315319842344",
language = "English (US)",
journal = "Journal of Studies in International Education",
issn = "1028-3153",
publisher = "SAGE Publications Inc.",

}

TY - JOUR

T1 - Accommodations, Accessibility, and Culture

T2 - Increasing Access to Study Abroad for Students With Disabilities

AU - Johnstone, Christopher J

AU - Edwards, Paul

PY - 2019/1/1

Y1 - 2019/1/1

N2 - Student mobility is a key aspect of internationalization of higher education. Within the broad population of students who have the opportunity to study abroad, however, there are particular groups who are under-represented. In the United States, for example, approximately 11% of undergraduate students in postsecondary degree-granting institutions have disclosed that they have a disability, yet only 8.8% of those who study abroad disclosed to having a disability to their home institutions. To better understand why under-representation may be occurring, this article examined study abroad through Schwanke, Smith, and Edyburn’s “A3” model of inclusive education, which highlights efforts of institutions related to advocacy, accommodations, and accessibility. Findings indicate that institutions—even those with strong reputations in study abroad for students with disabilities—are heavily focused on ensuring appropriate accommodations for students and only beginning to explore the design of programs through the lens of accessibility. Implications for international education units, such as the role of partnership building and commitment to Universal Design principles, are discussed.

AB - Student mobility is a key aspect of internationalization of higher education. Within the broad population of students who have the opportunity to study abroad, however, there are particular groups who are under-represented. In the United States, for example, approximately 11% of undergraduate students in postsecondary degree-granting institutions have disclosed that they have a disability, yet only 8.8% of those who study abroad disclosed to having a disability to their home institutions. To better understand why under-representation may be occurring, this article examined study abroad through Schwanke, Smith, and Edyburn’s “A3” model of inclusive education, which highlights efforts of institutions related to advocacy, accommodations, and accessibility. Findings indicate that institutions—even those with strong reputations in study abroad for students with disabilities—are heavily focused on ensuring appropriate accommodations for students and only beginning to explore the design of programs through the lens of accessibility. Implications for international education units, such as the role of partnership building and commitment to Universal Design principles, are discussed.

KW - accessibility

KW - accommodations

KW - disability

KW - internationalization of higher education

KW - mobility of students and academic staff

KW - study abroad

UR - http://www.scopus.com/inward/record.url?scp=85064929326&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85064929326&partnerID=8YFLogxK

U2 - 10.1177/1028315319842344

DO - 10.1177/1028315319842344

M3 - Article

JO - Journal of Studies in International Education

JF - Journal of Studies in International Education

SN - 1028-3153

ER -