Accommodations, Accessibility, and Culture: Increasing Access to Study Abroad for Students With Disabilities

2019 ◽  
Vol 24 (4) ◽  
pp. 424-439
Author(s):  
Christopher Johnstone ◽  
Paul Edwards
Keyword(s):  
Higher Education ◽  
Study Abroad ◽  
International Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Undergraduate Students ◽  
Universal Design ◽  
Student Mobility ◽  
The United States

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.

scholarly journals Lost in Lockdown?

2021 ◽  
Vol 11 (S2) ◽  
Author(s):  
Jing Yu
Keyword(s):  
Higher Education ◽  
International Education ◽  
Undergraduate Students ◽  
International Student ◽  
Student Mobility ◽  
Mainland China ◽  
Chinese Students ◽  
The United States ◽  
Leading Role ◽  
The Us

Due to uneven and hierarchical global context, the United States has been the world’s number one “Educational Hub” (Knight, 2011), leading the internationalization of higher education in multiple forms, the top priority of which lies in international student recruitment and enrollment. However, the COVID-19 pandemic has thoroughly disrupted the traditional mobility experience—a situation that has broader implications for the demographic landscape of US higher education. This article explores how COVID-19 and pandemic-related Sinophobia affect Chinese students’ perspectives on their educational decision-making. Based on Zoom interviews of a sample of 21 Chinese undergraduate students, this study demonstrates that despite the leading role of the US in international education, it is gradually losing appeal to Chinese students due to disillusionment with the romanticized imaginary of the US, anxiety about uncertain policies, and safety concerns. The unidirectional student mobility from mainland China to the US may be interrupted with Singapore and Hong Kong as the emerging destinations.

scholarly journals Towards developing the skill of transcommunicating among tertiary education students: the role of study abroad programmes

1970 ◽  
Vol 20 ◽  
Author(s):  
Marlena Iwona Bielak
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Study Abroad ◽  
International Student ◽  
Tertiary Education ◽  
Student Mobility ◽  
Education Students ◽  
International Student Mobility ◽  
Global World

The objective of the paper is to highlight the need of adjusting the skills of tertiary education graduates to the requirements of the present global world, which entails the idea that higher education should be aimed at developing abilities that will facilitate communicating within and across a variety of communities, ethnicities and cultures. In the paper it is postulated that tertiary education graduates should be equipped, inter alia, with the skill of transcomunicating based on the idea of equality of cultures and languages. Due attention is paid to the role of study abroad programmes in the aforementioned process. Accordingly, the research part of the paper delves into the influence of the Erasmus+ mobility on the development of transcommunication among tertiary education students and rests on the analysis of the material gathered during interviews with learners who participated in the international student mobility conducted within The Erasmus+ Framework. The research results point to the key role of experiential learning held in territorial contexts in the process of developing the skill of transcommunicating among the research participants.

Inclusive Higher Education in Spain: Students With Disabilities Speak Out

2018 ◽  
Vol 19 (3) ◽  
pp. 215-231 ◽  
Author(s):  
Anabel Moriña ◽  
Victor H. Perera
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Learning Environments ◽  
Inclusive Education ◽  
Qualitative Methodology ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Design For Learning ◽  
Main Ideas ◽  
Architectural Barriers

This study examined the barriers and supports to inclusive education identified by university students with disabilities in Spain. A qualitative methodology is used. Students identified several organizational and architectural barriers and supports in completing their degrees. The conclusions go back to the main ideas analyzed to discuss previous works; likewise, proposals for improvements are provided, such as the need to train faculty in inclusive education and universal design for learning and the importance of redesigning learning environments to make them more accessible.

DESCRIPTION OF THE MODEL OF INTERSTATE AND INTERSECTORAL INTERACTION ON SUPPORT AND DEVELOPMENT STUDENTS OF HIGH SCHOOLS WITH DISABLED HEALTH OPPORTUNITIES

2017 ◽  
pp. 14
Author(s):  
Olga Koriakovtseva ◽  
Tatyana Bugachuk
Keyword(s):  
Higher Education ◽  
High Schools ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Special Role ◽  
The University

The authors of the article draw attention to the problem of the humanization of higher education, emphasize the special role of the teacher in working with students with disabilities, the specifics of inclusive education in the university and the importance of interagency partnership in this field.

scholarly journals A Necessary Partnership: Study Abroad and Sustainability in Higher Education

2011 ◽  
Vol 21 (1) ◽  
pp. 143-166 ◽  
Author(s):  
Andrea M.W. Dvorak ◽  
Lars D. Christiansen ◽  
Nancy L. Fischer ◽  
Joseph B. Underhill
Keyword(s):  
Higher Education ◽  
Study Abroad ◽  
International Education ◽  
Case Studies ◽  
The United States ◽  
Lessons Learned ◽  
Higher Learning ◽  
Higher Education Administrators ◽  
Institutions Of Higher Learning ◽  
Education Administrators

In this article, we will explore two case studies of programs abroad that seriously engaged both the contradictions and opportunities inherent in the idea of sustainable international education. The first examines environmental politics and ecology in New Zealand and the Cook Islands and the second compares sustainable urban practices in Canada and the United States. Based on the lessons learned from these case studies, we will argue that partnership between internationalization and sustainability efforts is necessary to help institutions of higher learning become both global and “green.” To that effect, we discuss specific and concrete ways to “green” study abroad courses throughout this paper, particularly within the two case studies and in our concluding discussion of strategies for international educators, faculty, and higher education administrators.

scholarly journals Talking Religion: Religious Diversity in Study Abroad Advising

2018 ◽  
Vol 30 (1) ◽  
pp. 1-7
Author(s):  
Timothy Lynn Elliott ◽  
Lorien Romito
Keyword(s):  
United States ◽  
Study Abroad ◽  
International Education ◽  
Religious Diversity ◽  
The United States ◽  
Host Culture ◽  
American Society

Religion is an important element in the lives of many students in the United States who study abroad. It is likewise an important element in many of the societies where these students go to study.  Even so, there is very little in the literature about how to leverage religion to enhance the study abroad experience.  This essay will look at the role of faith in US American society in the context of international education and will provide some suggestions on how study abroad practitioners can direct students to effectively use religion to learn about their host culture. 

Wheelchair Access and Inclusion Barriers on Campus

2017 ◽  
pp. 178-203
Author(s):  
Maryan Amaral
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Support Services ◽  
Universal Design ◽  
Universal Access ◽  
Paradigm Shifts ◽  
Disabled Students ◽  
Post Secondary ◽  
Design Paradigm

Students with disabilities are achieving greater success in high school and attending post-secondary institutions at higher rates than ever before. However, disabled students are graduating at a lower rate than their able-bodied peers. Federally legislated mandates on accessibility have strengthened over the past decades, yet statistics suggest that inclusion, access, and support services for students are inadequate. Universal Design principles and barrier-free concepts are beginning to trend as possible solutions to higher education inclusion barriers. The universal design paradigm shifts the focus from providing accommodations for individual students to removing barriers in the environment and thus promoting universal access. This chapter will explore the barriers to inclusive education that students with disabilities face and propose solutions to create more inclusive and welcoming campuses that facilitate the success of all students.

International Students in Chinese Higher Education

2016 ◽  
pp. 153-178 ◽  
Author(s):  
Claire Hu ◽  
Christine Min Wotipka ◽  
Wen Wen
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Education ◽  
International Student ◽  
Student Mobility ◽  
Chinese Higher Education ◽  
Mobility Data ◽  
Survey Responses ◽  
Political Economic

The authors examine the choices, expectations, and experiences of international students in China, aiming to understand emerging reverse student flows and the role of political, economic and cultural factors in international student mobility. Data were drawn from survey responses by 1674 international students from Africa, Asia, Europe, Latin and North America studying at eight Chinese universities. Findings suggest significant differences among students' choices, experiences, and expectations by their region of origin. In a broader context, this research addresses the important role of developing countries as not only senders but also receivers of international students, and demonstrates ways that political, economic and cultural structures influence international students' choices, experiences and expectations. This research on international education in China contributes to the study of regionalization and internationalization of higher education.

Wheelchair Access and Inclusion Barriers on Campus

2020 ◽  
pp. 509-534
Author(s):  
Maryan Amaral
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Support Services ◽  
Universal Design ◽  
Universal Access ◽  
Paradigm Shifts ◽  
Disabled Students ◽  
Post Secondary ◽  
Design Paradigm

Students with disabilities are achieving greater success in high school and attending post-secondary institutions at higher rates than ever before. However, disabled students are graduating at a lower rate than their able-bodied peers. Federally legislated mandates on accessibility have strengthened over the past decades, yet statistics suggest that inclusion, access, and support services for students are inadequate. Universal Design principles and barrier-free concepts are beginning to trend as possible solutions to higher education inclusion barriers. The universal design paradigm shifts the focus from providing accommodations for individual students to removing barriers in the environment and thus promoting universal access. This chapter will explore the barriers to inclusive education that students with disabilities face and propose solutions to create more inclusive and welcoming campuses that facilitate the success of all students.

The Role of Gender and Sensation Seeking in Film Choice

2008 ◽  
Vol 20 (3) ◽  
pp. 97-105 ◽  
Author(s):  
Smita C. Banerjee ◽  
Kathryn Greene ◽  
Marina Krcmar ◽  
Zhanna Bagdasarov ◽  
Dovile Ruginyte
Keyword(s):  
United States ◽  
Undergraduate Students ◽  
Sensation Seeking ◽  
Negative Mood ◽  
Positive Mood ◽  
The United States ◽  
High Arousal ◽  
Subject Design ◽  
Happy Mood

This study demonstrates the significance of individual difference factors, particularly gender and sensation seeking, in predicting media choice (examined through hypothetical descriptions of films that participants anticipated they would view). This study used a 2 (Positive mood/negative mood) × 2 (High arousal/low arousal) within-subject design with 544 undergraduate students recruited from a large northeastern university in the United States. Results showed that happy films and high arousal films were preferred over sad films and low-arousal films, respectively. In terms of gender differences, female viewers reported a greater preference than male viewers for happy-mood films. Also, male viewers reported a greater preference for high-arousal films compared to female viewers, and female viewers reported a greater preference for low-arousal films compared to male viewers. Finally, high sensation seekers reported a preference for high-arousal films. Implications for research design and importance of exploring media characteristics are discussed.

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