Access Abroad Initiative Archive

What is a Disability in the United States?

The definition of disability in the US may be similar or different to a student's chosen study abroad location. It is important to understand the context of both. When students go abroad, the same principles are applied to accommodate students whenever possible. The Disability Resource Center (DRC) conducts individualized conversations with students at least 8 weeks in advance of their departure in order to determine what are the best accommodations within the scope of the reasonable accommodations allowed. What is a Reasonable Accommodation is a helpful resource for US-based and on-site study abroad professionals to better understand US Accommodations.

What is Required?

Two US federal laws address the rights of individuals with disabilities. Although the ADA cannot require overseas programs to be accessible, most institutions which sponsor programs abroad follow the principle used in the US and provide reasonable accommodations.

• Section 504 of the Rehabilitation Act of 1973 requires that organizations receiving US federal dollars not to discriminate against individuals with disabilities and that they provide reasonable disability modifications.
• The Americans with Disabilities Act (ADA) of 1990 protects people with disabilities from discrimination in employment, public modifications, transportation, telecommunications and the activities of state and local government.

What are the Next Steps?

In order to determine what accommodations might be possible, the student, the disability resource specialist, the study abroad advisor, and the on-site partners need to work together. Below are the key steps to take to provide services for students with disabilities.

• Consult with the Disability Resource Center: Study abroad offices should identify in advance with their disability services office an advising process for students with disabilities.
• Gather Access Information: Study abroad advisors can assist students by maintaining site specific information on overseas access. The Access Assessment form can study abroad professionals proactively identify which sites may be able to accommodate which needs.
• Encourage Early Disclosure: It should be communicated early and often that students are encouraged to request their accommodation needs early with the Disability Resource Center.
• Contact On-Site: Once a student's specific accommodation needs are known, contact the on-site partners to see what possibilities for accommodations exist.
• Determine Cost: If there is a cost involved in providing support services to the student, US institutions should inquire with their institutional legal counsel to determine who is responsible for these expenses.
• Design Pre-departure Information: Encourage students to learn about the different attitudes towards disability and the differences in access that they may experience while overseas. It is also helpful for a participating student to talk with a past participant with a disability who has studied abroad or with a student at the host institution who has a disability. In addition, the participating student should investigate disability information on the overseas site independently in order to identify additional resources.
• Assess On-Site Requests: If additional modification needs arise while the student is abroad, the study abroad advisor, the student, and the home campus disability services specialist need to determine whether the additional modifications are reasonable and appropriate.
• Gather Feedback for Future Students: Upon the student's return, gather feedback and suggestions from the student and the overseas site.

How is On-Site Access Determined?

Accommodations on-site vary depending on the country and the specific resources at that location. Creative thinking and a realistic assessment of the possibilities on-site are essential considerations in this process. In some cases, it's possible to identify local support services. In other cases, the site may determine that certain requested accommodations cannot be provided, but viable alternatives are possible. Still in other locations, certain accommodations are not possible and the student needs to consider another site.

Resources

Mobility International USA: This national clearinghouse on disability and exchange provides information and guidance on international exchange opportunities for students with disabilities.

Education Abroad Advising to Students with Disabilities: NAFSA Publication (for purchase)

Building Bridges: A Manual on Including People with Disability in International Exchange Programs: Suggestions and creative ideas for including, recruiting and accommodating people with disabilities in international programs. Available from Mobility International USA.

An Introduction to the Americans with Disabilities Act (ADA)

The number of students with disabilities attending college is on the rise and study abroad offices should be prepared to support this growing population. Improving access to international opportunities for students with disabilities requires the cooperative efforts of disability and study abroad professionals. Each side has their own expertise to contribute to the equation.

What is a Disability?

A disability is defined as a physical or mental impairment that substantially limits one or more major life activities (including, but not limited to, caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, working, and operation of a major bodily function).
~ADA 1990; ADAAA 2008

Visit the Disbility Resource Center's page for information on common disabilities.

Resources for International Education & Disability Professionals

• Accomodation Request Form: This form was used from 2015-2022. An alternative format has been developed and incorporated in our offices' enrollment enterprise systems to ensure accessibility for all students and UMTC staff.
• Online Training Module for International Educators: An online module that provides an overview of key considerations when working with students with disabilities.
• Student Advising: Suggestions for how Disability and Study Abroad offices can work together to facilitate successful international experiences for students with disabilities.
• Program Promotion: What's the best way to promote study abroad to reach students with disabilities and encourage early disclosure of disability needs?
• Roles and Responsibilities: Find answers here to some of the questions that often arise when students with disabilities participate in study abroad.
• Determining Site Accessibility: How to determine to what extent your institution's study abroad sites are accessible, and for what types of disabilities. A comprehensive questionnaire or the summary questionnaire are helpful tools to use.
• Homestay Considerations: Tips for study abroad advisers arranging homestays for students with disabilities and guidelines for the families who host them.
• Student Resources: Resources and considerations for students with disabilities interested in studying abroad.

Resources & Tips for Study Abroad Advisers

• Present All Options: Let the student decide which programs best match their personal, professional and academic goals.
• Be Objective: Describe all aspects of accessibility, good and bad.
• Keep an Open-Mind: What is perceived as a barrier can have a simple, creative solution.
• Collaborate with Your Disability Resource Center Office: Determining accommodations for study abroad requires the cooperative efforts of both study abroad staff and disability specialists.

Resources & Tips for Disability Specialists

• Keep an Open-Mind: What is considered standard in the US may not be available overseas. When a particular accommodation is not available, be creative and open to different solutions.
• Think Ahead: Even if students feel that little or no accommodation is needed overseas, help them think about how the new environment and culture affects their accommodation needs.
• Be supportive: The international experience can be unsettling for any student. Students can be susceptible to stress and should have a plan in place in case symptoms arise.
• Collaborate with Overseas Staff: On-site staff may need more information about an accommodation than would normally be discussed with a professor.

Program Leader Accommodation Requests

The University of Minnesota Learning Abroad Center and the Disability Resource Center work collaboratively to facilitate equal access for faculty and staff with disabilities or medical conditions seeking to lead an education abroad experience and to provide information on accessibility at overseas sites. The Disability Resource Center, UReturn, is the office designated to serve all employees (including faculty and staff) with any disability or medical condition requiring reasonable accommodation(s). The Accommodation process is an interactive process and will allow the LAC and on-site partners to assist in appropriate planning and reasonable accommodations and to facilitate support in program implementation and emergency response.

Program Leader Considerations for Student Accommodations Abroad

The University of Minnesota is committed to providing reasonable accommodations for academic programs abroad. The following recommendations will help facilitate receiving, assessing, and accommodating student requests for disability accommodations on a faculty-led program overseas.

Responding to Student Accommodation Requests

• Consult with the Learning Abroad Center for guidance on next steps. These typically include asking the student to complete the Accommodation Request Form with the Disability Resource Center, identifying overseas administrative support, clarifying essential program components, assessing reasonable program accommodations.
• After the student completes the Accommodation Request Form, they will be informed of what accommodations can be provided, and whom the primary contact during the program period is for questions, clarifications, or unanticipated additional accommodation needs.
• If a student requests accommodation once the program is underway overseas, the program leader should consult with the Learning Abroad Center for guidance on next steps. Request on short notice will be considered on a case-by-case basis and cannot be guaranteed.

Program Inclusivity

• Ensure that your program information materials highlight the essential aspects of your program including any extensive physical activities (such as significant walking, hiking, biking or traveling), the intensity of the learning experience (hours per day in class), unique learning formats (such as archeological digs, or attending daily theater performances).
• As part of building an inclusive and supportive student community on your program particularly related to a student’s disability accommodations abroad, speak with the student prior to your departure to determine whether the student wishes to disclose information about their accommodation needs to the group or whether the student prefers that you, as the program leader, highlight the importance of group dynamics and cohesion and the support that will be provided to this student. It is important to discuss how much the student feels comfortable having disclosed and whether to disclose this information prior to departure or once on site. 
• Particularly in cases in which the program participants may notice the student’s accommodation need, it is important to identify ways to discuss the group dynamic, inclusivity, and the positive learning opportunity that this student’s participation provides to everyone. Program leaders can consult with the Disability Resource Center for advice on successful approaches and strategies.
• Consult with the student on a regular basis (at least weekly) to determine if the disability accommodations are sufficient and appropriate. Consult with the Learning Abroad Center (who will consult with the Disability Resource center, as needed) if any questions or concerns arise.
• Be available for private consultations (through regular office hours, etc.) so that students can disclose questions or concerns regarding their own accommodation needs or those of other students.
• Consider including the topic of inclusivity and individual student growth as part of your final seminar at the end of your program in order to give students an opportunity to reflect on their unique experience and share how they have grown or gained new sensitivities from the group dynamic and program experience.

Upon Return

• Share with the Learning Abroad Center any suggestions regarding the site, program, and accommodation support to be noted for future programs and students.

For further assistance, consult with the Learning Abroad Center and the Disability Resource.

Overview

The following guidelines assist in determining responsibility for providing study abroad accommodations for students with disabilities. Other institutions should consult with their legal counsel to determine if these guidelines are appropriate for their programs.

Role of Learning Abroad Center (LAC)

• LAC staff may share information with the Disability Resource Center (DRC) staff as-needed.
• The LAC should consult with the DRC to discuss possible alternative accommodations if the requested accommodations are not possible.
• The LAC must help determine the basic requirements for participation in the program.

Role of Other Institutions

• If a UofM student with a disability studies through an affiliate program, that organization is responsible for arranging the accommodations.
• If a Non UofM student receives credit for study from his/her home institution, that institution is financially responsible for the cost of the accommodations.

Role of the Disability Resource Center (DRC)

• DRC staff may share student information with the LAC for the purpose of determining whether a student can meet the essential requirements of education abroad program or for arranging disability accommodations.
• Reasonable accommodations will be recommended by the DRC in consultation with the student, the LAC, and the overseas site.

Role of Student

• Students need to make their disability accommodation needs known at least eight weeks prior to departure.
• If disability needs change while overseas, students should notify their disability specialist promptly to discuss options.

Role of the University of Minnesota (UofM)

• The UofM has no legal obligation to provide accommodations to students who do not provide neccessary documentation to the DRC or make timely requests.
• The UofM is responsible for providing accommodations so that a student with a disability is not denied an opportunity to participate in the program because of his/her disability.
• A personal attendant is not a required part of a program, so the UofM is not responsible for financing an attendant.
• The UofM has a legal responsibility to provide reasonable accommodations for students with disabilities.
• If the student receives credit from the UofM, the UofM is responsible for the cost of accommodations.

General Considerations

Hosting a student with a disability is in many ways like hosting any other student. However, there are some additional considerations that can help to make the experience more comfortable for both the family and the student.

Suggestions for Advisors

• Communication: Encourage the family to offer help to the student with his/her daily activities. Homestay families should not, however, be expected to provide personal assistance.
• Expectation: A student with a disability should be expected to interact with the host family in the same way as any other student on the program and follow any other rules associated with homestays.  It is not necessary to find a family with prior experience accommodating students with disabilities.  Any family that receives adequate orientation and training about a student's needs could be a potential host family for a student with a disability.
• Education: To promote understanding and good communication, encourage the family to learn as much about the student's disability as possible and not to rely on stereotypes.
• Accommodation: On-site staff should use the Accommodation Request Form as a guide for the conversations with the host family about requested accommodations.  (i.e. For a student with a visual impairment, the home should be cleared of any obstacles or hazards. Or, if the student has limited mobility, finding a homestay close to class or accessible transportation will be a priority.)
• Access: Clarify for the host family any medication requirements the student may have. (i.e. Does a student require refrigeration for certain medications?)
• Support: Clarify with the host family the boundaries of their responsibility and encourage them to contact you if they have questions or concerns.

Suggestions for Host Families

• Open-Minded: Do not make assumptions about a student's needs or rely on stereotypes. Learn about the specific way the student is impacted by his/her disability.
• Understanding: Ask a student if you can help before you act.
• Responsibility: As a homestay host, you are not expected to provide personal assistance with dressing, bathing, etc. If a student needs assistance, a personal attendant should be hired.
• Sensitivity: Don't be overly self-conscious about using certain words and phrases, such as "See what I mean?" or "I've got to run." These are part of our common language and are not offensive.
• Patience: Be considerate of the extra time it might take a disabled student to speak or act.
• Etiquette: Speak directly to the student, not to a companion or interpreter.  Ask if you have questions.  Most students are open to discussing their needs.
• Adjustment: US students with disabilities are often very independent and may need time to adjust to new ways of dealing with their disabilities.
• Communication: Talk with the student about the cultural norms and attitudes of your country.
• Awareness: The general nature of the student's disability and needs should be communicated to you in advance so that you can prepare for the student's arrival. Discuss with program staff any adaptations that may be necessary to the home environment to accommodate the student's disability.

Modifications in the Home

When hosting a student with a mobility disability, the family may need to adapt the home. Some examples:

• Consider accessibility to bathrooms, entrances, and doorways
• Circumvent steps
• Assess whether the floor surfaces are smooth and unobstructed
• Provide handrails to make stairways manageable
• Remove a door and hang a curtain instead to widen doorways
• Put handrails, a hand-held shower attachment, or a stool in the shower

Going Abroad is for Everyone

Going abroad is one of the most effective ways to prepare college graduates to contribute to an increasingly global and interdependent society. Students with disabilities represent an important segment of the nontraditional student population, yet a survey of the Big Ten institutions revealed that they represented less than 1% of the students who study abroad.  All study offices should be partnering with their Disability Resource Center to communicate early and often that study abroad should be for everyone.

Potential Barriers (Real & Perceived) 

• insufficient awareness of available international programs
• uncertainty regarding the accessibility of the sites
• lack of accessible sites to which to send students
• lack of financial resources
• concerns about long-term study abroad being high-risk
• insufficient awareness of the ability to use accommodations when studying abroad

Tools to Make Study Abroad More Accessible

• Student Advising: Study abroad and disability services offices will collaborate to use the interactive process with the student to determine reasonable accommodations.
• Determining Site Accessibility: A necessary step in promoting study abroad for students with disabilities.
• Accommodation Request Form: Encourages early and thorough disclosure through an interactive process. This form is available through the Disability Resource Center.

Program Promotion Tips

• Add disability statements to all study abroad program publications.
• Include photos of students with disabilities in all promotional materials.
• Include information on your website that encourages students to disclose their disability early.
• Keep Disability Specialists informed of information sessions and new program initiatives.
• Advertise study abroad events or scholarships in the Disability Resource Center.
• Highlight financial assistance and travel grants for study abroad.
• Put students in touch with other students with disabilities.