Collaborating to Support Students with Disabilities Studying Abroad
Explore the collaborative efforts to support students with disabilities studying abroad through insights from expert presenters. Learn about key collaborators, accommodation establishment, and information sharing practices for a successful mobility experience. Gain valuable knowledge and strategies in this engaging workshop session.
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Collaborating to Support Students with Disabilities Studying Abroad Mobility International USA
Workshop Outline Intro to the topic and presenters Presenter panel Case studies
Justin Harford, Presenters Email: jharford@miusa.org Cara Simon, COO and Co-founder - Learn International | Email: cara@learninternational.ie Sav Schlauderaff (they/them) - The University of Arizona Access Consultant | Disability Resource Center Ph.D. Candidate | Gender & Women's Studies, Disabled Staff & Faculty Coalition Co-lead Email: sschlauderaff@arizona.edu Annie Tulkin, MS - Founder and Director, Accessible College, LLC Email: annie@accessiblecollege.com
Cara Simon, MA, MSW - Born and raised in upstate New York, now living in Ireland. Cara is the COO of Learn International, a study abroad provider based in Naas, Ireland. Her focus is on Student Services and Risk Management. Presenter Intros - 1 Sav Schlauderaff, Ph.D. (they/them)- Currently working as an Access Consultant at the University of Arizona, is currently the liaison with the Study Abroad office. Additionally, Sav is a disability studies writer & professor. They also co-lead the Disabled Staff & Faculty Coalition, and the Disability Studies Initiative.
Presenter Intros - 2 Justin Harford is a program specialist with the NCDE. Justin is blind and studied abroad twice in college before coming to work for MIUSA. Annie Tulkin is the Founder and Director of Accessible College, as well as an educator, author and public speaker. She is an expert in the area of college preparation and transition for students with physical disabilities and health conditions. She supports students and families across the country. Annie was the Associate Director of the Academic Resource Center at Georgetown University for nearly 6 years. In that position she supported undergraduate, graduate, and medical students with physical disabilities and health conditions and oversaw academic support services for the entire student body.
Who are key collaborators in your process to explore and establish accommodations for students abroad?
How do the offices share information about each other (i.e. Forms, informational materials, language on websites etc.)?
What does your process for connecting with students look like? Do you find that students go to the disability office or the study abroad office first?
How do you work with disability and study abroad offices on overseas campuses? How do you navigate need-to-know issues? Balancing privacy versus need-to-know.
Have you received any feedback from students, or from your partners, on ways to improve the study abroad accommodations process? Where are areas that you have noted that still need improvement? What changes have you made that you would recommend for other programs & campuses to implement?
Case Studies Divide into groups of 3-4. Consider each of these case studies with your group. Designate one person from your group to share your group s findings.
Case 1: The Director of the education abroad office approaches you asking if there is a way that you could work with them to gather statistics on the participation of students with disabilities in overseas programs. What steps would be feasible and legal to support the education abroad office in gathering this information?
Case 2: A freshman (blind/visually impaired) who is signed up with the disability resource office would like to study abroad to the United Kingdom in the fall of their junior year, and they approach you to gather information on what steps they should take to travel with their guide dog.
Case 3: A student wants to study in Europe. The student takes insulin for type I diabetes, and is trying to figure out if their travel health insurance plan will offer any coverage for it. What entities might you or the student reach out to to better understand the student's insurance plan provided by the program?
Case 4: A student with learning disabilities plans to spend a semester studying at a top-tier private university in Chile taking classes with Chileans. What steps do you and the student take to organize academic accommodations (extra time on exams and notetakers) for them while abroad. What resources will you assistance your student to tap into and how would you prepare your student?
Case 5: Your colleague with the education abroad office wants to know if there are ways that you can help to support in the recruitment of students with disabilities to study abroad. What might you suggest?
