Universal design is an approach to program planning that aims to make a single program work well for as many participants as possible. Rather than waiting for individuals to request accommodations, universal design focuses on how a program is structured from the start—its rules, itinerary, housing, transportation, and meals—to anticipate a wide range of needs.
When universal design principles are applied effectively, fewer participants will require last-minute adjustments or formal accommodations. However, a universally designed program is not automatically accessible to everyone, and it does not remove the need for reasonable accommodations in all cases.
Universal Design vs. Accommodation
Universal design happens at the planning stage, before anyone has even applied to participate. Program staff think through typical barriers and build in flexibility: they consider mobility, sensory and cognitive differences, dietary needs, and other factors that might affect participation.
Even with strong universal design, some participants will still need individualized support. A reasonable accommodation is a change or adjustment made in response to a specific participant’s needs so that they can fully engage in the program. Accommodations are provided when it becomes apparent that the existing structure is not sufficient to ensure equitable participation.
For example, as a universal design strategy, program staff might identify restaurants with a wide range of options, including vegetarian meals and clearly labeled gluten-free dishes. This approach is likely to work for many participants, including those with mild intolerances or those who choose certain diets for health or cultural reasons.
However, it may not be enough for someone with a severe allergy to gluten, soy, or peanuts. In that situation, a reasonable accommodation may be needed—for instance, arranging access to a kitchen at the hostel so that a participant with celiac disease can prepare their own food safely.
Why Design Universally if Accommodations Are Still Needed?
If accommodations will always be needed for some individuals, why invest the time and effort to design universally in the first place?
The value of universal design lies in reducing the number of last-minute, ad hoc program changes. When barriers are removed in advance, staff can focus their time and energy on the smaller number of participants who truly need individualized arrangements. This leads to:
- Fewer crises and urgent schedule or housing changes.
- More predictable workloads for staff.
- A more inclusive experience for participants.
In other words, universal design and accommodations are not in conflict. They work together. Universal design smooths the path for most participants, while accommodations ensure that each individual’s needs are met.
Examples of Universal Design in Education Abroad
Spacing for Transitions
When planning short-term education abroad programs, it is tempting to try to fit a large number of activities into a limited time. This can result in a lot of walking, frequent transitions, and tight schedules. Some participants may need more time to walk these transitions.
Building generous transition time into the itinerary is a universal design strategy. When transitions are not rushed, staff are less likely to need to redesign the schedule to accommodate slower walkers.
One approach is to combine transition time with breaks. Participants who need more time to move between locations can use the full transition window, while those who arrive earlier can use the extra time to rest, explore the surrounding area, or work on program-related readings or reflections.
The amount of time required for a transition will vary depending on distance, terrain, and mode of transportation. A useful rule of thumb is for planners to test the transition themselves, walking at roughly half their usual speed, and then building in additional buffer time.
Providing a Detailed Itinerary
Making a detailed itinerary available to participants is another universal design practice. The itinerary should outline:
- What activities will take place each day.
- Where each activity will occur.
- When events will start and end.
All participants benefit from understanding what is coming next. For some, particularly those with disabilities such as autism, ADHD, or certain mental health conditions, having access to clear information about the schedule is critical to managing stress and staying engaged. Without this information, they may feel compelled to ask repeated questions, which can interrupt the flow of presentations and activities.
Complete predictability is rarely possible. Weather, transportation delays, and other unforeseen circumstances will sometimes require last-minute changes. It can help to explain this reality to participants in advance and to describe how updates will be communicated.
A modern variation on the printed itinerary is to provide a digital calendar that participants can access on their phones or laptops. This allows staff to update times and locations quickly, so changes are visible to everyone at once.
Accessible Housing
During an education abroad program, participants must have a place to stay that is, ideally, either step-free or can be reasonably adapted to minimize barriers. Regardless of legislation or resources, many countries have not established compulsory architectural guidelines for housing. In these places, fully accessible lodging may be difficult to find.
In those situations, universal design might involve selecting housing that:
- Offers an elevator or allows participants with mobility disabilities to stay on the ground floor.
- Has entrances that can be adapted with temporary ramps.
- Includes bathrooms with enough space for maneuvering.
For example, if a participant who uses a wheelchair can be housed on the first floor and a rented portable ramp makes the main entrance usable, this may be an acceptable solution when more accessible options are not found.
Ultimately the best housing arrangement for a participant is the one that works for them. Such a living situation may or may not fully comply with accessibility guidelines. It is important to maintain an open line of communication, which may include a meeting to better understand the participant’s physical access needs.
We discuss strategies for evaluating the physical accessibility of lodging in more detail here in our article on Assessing the Physical Accessibility of a Homestay Abroad.
Accessible Transportation
Transportation is another area where planners often must balance authenticity and accessibility. For example, using the local metro system may offer a richer cultural experience for a group, but it can present barriers for participants with limited mobility or those who experience overwhelm in crowds. Others may have chronic health conditions that could be worsened by excessive walking.
As part of universal design, every transition point in the itinerary should have a backup plan for participants who cannot use the primary mode of transportation. Alternatives might include:
- Rideshare services such as Uber or local equivalents.
- Traditional taxis.
- Local accessible transit services when available.
These alternatives can still offer meaningful cultural experiences. For example, using a local accessible transit system may provide insight into how disability is understood and supported in the host country.
If the group will walk between locations while participants with limited mobility take a taxi, the itinerary can build in extra time for the taxi riders, who may arrive early. They can use that extra time to rest, explore nearby areas, or work on assigned readings or journals.
When a tour bus is chartered it is important to confirm in advance that there is a plan to transport participants who use manual or power wheelchairs. This may involve:
- Securing a lift-equipped vehicle.
- Arranging for securement of the wheelchair inside the bus.
- Clarifying boarding and disembarking procedures with the transportation provider.
Planning for these needs ahead of time helps ensure that transportation is not a barrier to full participation for any member of the group.
As with housing, the perfect transportation option may not always be available, especially in countries or regions that lack enforceable accessibility regulations. Ultimately the best transportation option is the one that works for a participant. A conversation that covers the specifics of what a participant needs and does not need can be helpful when planning travel in a location with spotty accessibility.
Trip and Medical Insurance Coverage that Covers Pre-Existing Conditions
Not all travel insurance plans offer coverage for trip losses or medical coverage for pre-existing conditions; however, this coverage should be in place, or readily added, to the trip and medical insurance policies of a universally designed education abroad program. Learn more about Insurance and pre-existing conditions
Reasonable Accommodation Policy
Create a clear reasonable accommodation policy for your program so you’re prepared for situations where a participant needs an adjustment. If your program is connected with a university, there’s probably already an established process for academic accommodations. Those systems may need a few tweaks to address barriers that are specific to education abroad experiences.
Examples of education abroad accommodations include:
- Arriving at the program site a couple of days early to settle in and get oriented
- Alternative housing if the standard option isn’t accessible for a participant
- Sign language interpreters or captioning
- Permission to use a taxi or rideshare when long walks aren’t feasible
An effective accommodation policy should cover the following elements:
How are participants who need accommodations identified?
Participants should have multiple opportunities—during the application process, pre-departure prep, and throughout the program—to request accommodations. Barriers can pop up in a lot of places: housing, transportation, academic settings, host families, and more.
If the program is affiliated with a university, the accessibility office may review the participant roster and proactively reach out to students who already have accommodations on file.
Who meets with the participant to identify appropriate accommodations?
Participants shouldn’t have to disclose diagnoses or disability details to numerous people just to receive support. Eligibility reviews often involve sensitive documentation that may be legally protected, so the process should be streamlined and handled by as few individuals as possible. Program staff may need to know the accommodations for which someone is eligible, but they do not need to know the disability or diagnosis.
If there’s a university partner—either in the home country or the host country—the accessibility office is typically the best place for this conversation, because of its specialized accessibility knowledge and systems established for handling sensitive information. When both sides have accessibility offices, the one with the most control or decision-making authority over the program should take the lead.
Staff Training
Regular training on disability topics for program staff ensure that employees feel confident suppporting participants with disabilities. Coordinators of faculty-led programs at universities may receive training through their institution. Training topics might include the following.
- Accommodations and confidentiality
- History of disability rights movements
- Importing and exporting medications and animals
- Understanding physical accessibility including housing, transportation and public spaces
- Academic versus non-academic accommodations
Accessibility Abroad can provide trainings. Contact us to discuss options.
Conclusion
It is all in the planning. Developing education abroad programs with universal design principles can save time later on while ensuring accessibility for as many participants as possible.
Can you think of a great example of a universally designed education abroad program. Share it on the Accessibility Abroad Podcast!