Incorporating Universal Design Concepts Into Study Abroad

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On our increasingly diverse campuses, we strive to reach a range of students. Are we doing all we can to include students with disabilities? In this session we'll discuss the importance of actively welcoming students with disabilities into the study abroad process. Presenters will share suggestions about how to incorporate universal design concepts into programming and outreach. How do you talk about a program experience in an inclusive manner? What about working effectively with your disability services office? We'll discuss these questions and more during this interactive session and provide real solutions.

Bildung

INCORPORATING UNIVERSAL DESIGN
CONCEPTS INTO STUDY ABROAD
Elizabeth Standaert, University of St. Thomas | Carol Larson, University of Pittsburgh

STARTING PRINCIPLES
• What might it look like if a student with _______ participated in
this program?
• No student without a disability is going to be harmed by
hearing this information!

INFORMATION WORTH SHARING
• Is the campus in the middle of the city, on the outskirts,
residential area, rural, by the beach?
• What is the area's terrain like?
• What is the typical transportation like?
• Is there a typical course structure/format?
• What sorts of resources are available to foreign students
studying there (tutoring, writing center, teacher availability) or
other support services that American students are familiar with
being available?

INFORMATION WORTH SHARING
• What is the housing situation typically like? (some right off
campus while others may be farther; on-campus dorms;
everyone takes public transit between home and school)
• What sort of outside activities are typically done with this
program? (organized activities or on your own activities)

DISABILITY RESOURCE OFFICE AND
STUDY ABROAD OFFICE
• Educate each other
• United outreach

BE FAMILIAR WITH
PROGRAMS/PROVIDERS
• Make effort to know what accommodations are typically
offered
• Is provider receptive to questions from student, school, and
parents?
• Ask colleagues for their experiences
• Be specific in your questions and if response isn’t what you
need, look further

HOME ENVIRONMENT VS FOREIGN
ENVIRONMENT
• A foreign environment brings new needs
• Figuring out what is needed is a learning process
• Strategize with the Disability Resource Office

ONLINE RESOURCES
• Mobility International USA
http://www.miusa.org/

OUTREACH IDEAS
• Educate all university offices of this mission
• Include this message in all recruiting situations

RESOURCE LIST
• Access Assessment and Site Accessibility Questionnaire
http://www.umabroad.umn.edu/profesionals/accessabroad/sit
eaccessibility
• Accommodations Request Form
http://umabroad.umn.edu/students/identity/disabilities/
• Assessment Forms
http://www.miusa.org/resources
Search “Advising (disability type) exchange participants”

CONTACT
• Elizabeth Standaert
standaert.elizabeth@gmail.com
(763) 360-6447
• Carol Larson
larson@pitt.edu
(412) 973-6864

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