Tips for Advising Students with Disabilities for Study Abroad

As Michigan State University increases emphasis on the value of an international dimension to the academic experience, it is important to include students with disabilities in the planning of such programs. MSU encourages all students to participate, if they so choose, in a study abroad program.

Although federal legislation mandates certain requirements for equal access for higher education in the United States, these laws cannot require institutions and programs in other countries to be accessible. Therefore, students with disabilities are advised to work closely with a team of people to choose a program which will best suit their academic goals and individual needs. Many Study Abroad sites are already accessible to most students with disabilities. The Office of Study Abroad and the Resource Center for Persons with Disabilities are in the process of gathering information about program sites to use as a resource guide for students with disabilities as a tool for selecting an appropriate program.

Disability varies drastically between and within disability categories. Students may have a learning disability or attention deficit/hyperactivity disorder. Students with a hearing impairment may be hard of hearing or may be deaf. Students with vision impairments may be able to see under certain lighting conditions or they may be totally blind, etc. The list below describes the six major disability types and some of the typical modifications that may be required in the USA.

Chronic Health Conditions: affects one or more of the systems of the body. This includes cancer, diabetes, epilepsy, or HIV-AIDS. Modifications may include a reduced course load, extra time on exams, modified deadlines, taping lectures.

Hearing disabilities: can range from students who have hearing losses of such severity the he/she depends primarily upon visual communication, to students who have difficulty hearing but don't depend on visual communication. Modifications may include sign language interpreters, real time captioning, captioned videos, assistive hearing devices, notetaking assistance, telephone teletext devices, or advance registration and/or syllabi.

Learning disabilities: refers to significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, and/or mathematical abilities. Modifications may include providing syllabi and assignments in advance, allowing extended time on exams, or a separate room, notetaking assistance, taping lectures, use of a reader, scribe, or adaptive technology and/or tutorial assistance.

Mobility disabilities: range from limited stamina to conditions that limit a person's coordination or ability to move. Modifications may include accessible classroom furniture and/or location, adaptive computers and software, extended time for exams, scribe, a reduced course load, accessible transportation, access to personal care assistance, or notetaking assistance.

Psychiatric disabilities: may include depression, bipolar disorder, anxiety disorders, and schizophrenia. Modifications may include a separate room for exams, extended time for exams, modified deadlines or reduced course load, ready access to mental health professionals and a pharmacy.

Vision Impairments: ranges from legal blindness (significant or total loss of vision) to eye conditions which substantially limit one's field of vision. Modifications may include mobility orientation, advance copies of syllabi and course materials, alternate format of reading materials, reader/scribe, or adaptive technology.

Tips for Advisors:

• Encourage early disclosure. Although MSU cannot guarantee similar accommodations as the student enjoys in the USA, early disclosure allows the Office of Study Abroad to contact faculty and the institution at the site abroad to initiate arrangements for possible accommodations. The closer to departure, the less likely special arrangements can be made. Most accommodations will not be difficult but may take some advance planning. Students are encouraged to disclose their disability to the Resource Center for Persons with Disabilities as well as to the Office of Study Abroad.
• If the student's disability prevents him or her from reading printed informational materials, remind the student that the Study Abroad program materials may be provided in alternate formats. Refer them to their RCPD Specialist.
• Help the student understand the study abroad experience and what will be expected of them, e.g., field trips, living with host families, using public transportation, etc. Discuss the value of learning about the cultural differences of the country in which they are studying.
• Help the student understand that other countries may not enjoy the same level of access within their infrastructure. Other countries define and respond to needs of persons with disabilities according to their culture.
• Encourage the student to identify more than one program that meets their academic interests since program sites will have different types of accessibility features. When choosing a program, they may want to focus on the aspect of study abroad which is most important to their individual situation: countries or cultures of interest, courses, cost, or consideration of accessibility features of the programs in which they are interested. It is important to work together with an RCPD Specialist and OSA Advisor.
• Many resources specific to students with disabilities are available through OSA and RCPD including the brochure, Challenge Yourself: Study Abroad!
• Encourage students to attend all activities publicized for program participants such as information meetings, the Study Abroad Fair, etc.
• Once a student has disclosed to MSU that he or she has a disability and the student requests a modification, the student should meet with a RCPD Specialist early in the study abroad planning process in order to assess the student's requests and determine what types of accommodations are recommended, if any. A Disability Accommodation Request Form for Study Abroad (PDF)* should be completed by the student together with their RCPD Specialist and submitted to Cindy Chalou at the OSA.
• A determination whether a particular site will be able to accommodate the student will be made in consultation with OSA. OSA staff will make contact with the site or sponsoring agency (if a non-MSU program) to determine what possibilities exist. In many cases, there is no cost involved in providing modifications for students with disabilities. If there is a cost involved, the OSA, RCPD, and legal counsel will collaborate to determine the feasibility of the modification and who will pay.
• Materials may be available in the Office of Study Abroad regarding the accessibility features of individual program sites. Faculty and advisors making site visits are requested to gather accessibility information to assist in this process. A Site Accessibility Questionnaire is available as a guide in gathering this information.
• Sometimes detailed information regarding disclosure of disability accommodation requests will be required especially when home stays are involved. Encourage students to discuss their concerns regarding disclosure with RCPD staff.
• Encourage students with disabilities who have participated in various study abroad programs to share their stories with other interested students in order to be helpful to future student participants who have disabilities.

General Counsel Approval 10-11-01

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