When advising a student or professional with a disability who is preparing to travel abroad, it’s difficult to plan for every potential access issue. However, by having the right conversations, education abroad providers can help them feel more prepared for their journey.
Effective advising is less about filling out forms and more about having a thorough, open conversation. In American higher education, this is called the interactive process. Instead of merely focusing on the nature of their disability, try providers should try to understand the person’s functional limitations, what solutions have worked for them previously and what success looks like to them.
Key Topics
Understanding Their Functional Limitations
Start by asking the individual what their disability means for them in everyday life to explore how it might impact their experience abroad. Discuss their tolerances. How well can they manage in situations that might be less accessible than what they’re used to? This helps you gauge the difference between what they want and what they truly need to function effectively.
A Basic Template
- How does their disability impact them in daily life A.K.A., what are their functional limitations?
- What strategies do they use to mitigate those impacts? It’s partly about what accommodations they have received, but also how they go about solving challenges outside of the scope. of work or academia.?
- Which of those accommodations or personal solutions can be applied abroad?
- If an accommodation or personal solution can not be taken abroad:
- Is there an alternative?
- Can the individual do without?
Setting Expectations
Provide general information about what to expect in the host country, including cultural norms, infrastructure, and common attitudes toward disability. This can help the traveler assess potential challenges and think through solutions. The following can be great sources of research for both professionals and participants.
- The Overseas Security Advisory Council offers information on a variety of countries gathered by diplomats and security professionals.
- The International Narcotics Control Board maintains a travelers resource on rules around controlled substances submitted directly by each country’s government.
- Websites of host universities may include disability accommodation policies, and they may also reflect an approach or lack of approach to digital accessibility.
- Host or home country embassies may share information about importation of medications, service animals and visa requirements.
- Disability organizations can provide valuable context on disability laws and advocacy.
- Google Maps (street view is good for checking physical accessibility elements)
- Host university accessibility offices or faculty can share how accommodations are handled.
Collaborative Problem-Solving
Encourage the traveler to take an active role in the planning process. Ask them what ideas they have for adaptations, or what strategies they have used in the past. It’s important to explore a variety of solutions, from personal adaptations to on-the-ground support.
Know When to Refer Out
Program providers don’t have to be experts on every disability, diagnosis or accommodation. When it comes to medications, mental health or managing a pre-existing condition, it would not be advisable to provide guidance that could fall outside of one’s expertise. If the conversation becomes complex, it may be beneficial to connect the individual with an appropriate specialist like an accessibility, medical or mental health professional, who can provide more in depth guidance.
By focusing on these principles, program providers can create personalized, supportive plans that empower education abroad participants with disabilities to have safe and successful experiences abroad.
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