Studying abroad inclusively

Abstract

Postsecondary education programs have increased opportunities for students with and without intellectual disabilities to study abroad as inclusive classes. Using open-coding qualitative techniques, the authors examined an inclusive study abroad group's daily reflective journals during a study abroad trip to London and Dublin. Three shared categories emerged from analysis: personal development, bonding/social inclusion, and learning from English and Irish adults with intellectual disabilities. Each group reported two distinct categories as well. Students with intellectual disabilities described the importance of mobility/transportation and fun, while their classmates without intellectual disabilities described the importance of inclusive learning and an increasing awareness of barriers to full participation for people with disabilities. Student-constructed categories are used to describe the benefits of inclusive study abroad and build future inclusive international opportunities.

Equitable Study Abroad Fee Policies: History, Literature, and Recommendations

“…Researchers for students with disabilities call attention to the need for flexible instruction, accommodations, and inclusive curriculum (Hameister et al, 1999;Masterson-Algar et al, 2020;Prohn et al, 2016). Researchers studying the experiences of historically underrepresented students during short-term group programs conclude that programs need to prioritize inclusive practices and equip students with strategies for understanding social inequities in order to reduce the chance of marginalization while abroad (Chang, 2017;Johnstone et al, 2020).…”