Attitudes of College Students Toward Study Abroad: Implications for Disability Service Providers.

Abstract

This study investigates the perceptions of college students with disabilities toward study abroad by using personal interviews to rank perceived barriers to participation and necessary accommodations. Subjects are college students with disabilities who would qualify, academically for study abroad. Subjects cited the barriers of lack of knowledge about available study abroad programs, lack of assistive devices and services, and financial barriers. Students favored inclusionary study abroad programs as opposed to programs just for students with disabilities. Most subjects preferred six months advance notice and study abroad in their junior year of college. Disability services staff need to collaborate with international education staff and academic advisers to present timely and accurate information about study abroad options to students with disabilities. Since 1985, the number of American students studying abroad has increased steadily (Burn, Cerych, & Smith, 1990; National University Continuing Education Association, 1994). Statistics are available on such variables as host country, field of study, academic level, gender, and duration of study abroad (Steen, 1994/95; Zikopoulous, 1993). However, students with disabilities have traditionally been underrepresented in study abroad programs, and statistics about their rates of participation are lacking (Hameister, Matthews & Skolnick, 1991; Sygall, 1994a). In its 1990 report A National Mandate for Education Abroad: Getting on with the Task, the NAFSA/CIEE/IIE National Force on Undergraduate Education Abroad recommended that 10 % of all U.S. undergraduates should study abroad, and that there should be greater diversity in the students who participate, in the foreign locations, and in the types of programs (Hoffa, 1995). Students with disabilities are one group that will increase the diversity of American students studying abroad. The number of college and university students reporting disabilities in the United States has been steadily increasing. According to a 1994 study published by the HEATH Resource Center, 9.2 % of all college freshmen (over 140,000 students) report having a disability. The comparable figure for full-time, first-time freshmen in 1978 was only 2.6 % (Rumpel, 1996). Degree aspirations of students with disabilities are similar to those who do not report disabilities (American Council on Education, 1995).The Americans with Disabilities Act (ADA) has focused attention on legal rights to equal access, and students with disabilities are starting to request accommodations for study abroad experiences (Sygall, 1994a; 1994b). abroad programs need to be prepared to include and accommodate qualified students with disabilities in their exchange programs. It is important to involve potential participants who have disabilities in all the decision making, problem solving, and planning that goes into international programs (Lewis & Sygall, 1993; Sygall, 1995). Mobility International USA, NAFSA (Association of International Educators), and other national and international organizations have taken the lead in encouraging international exchange programs for persons with disabilities by sponsoring workshops and publishing on this topic. There have also been regional and state-level initiatives on this topic, for example, No Barriers to Study primarily at Bucknell, Lock Haven, and Penn State universities, and the Task Force on Disability Issues in International Exchange at the University of Minnesota (Aune & Soneson, 1995). Resources like these are included in two new guides published by the University of New Orleans and Catholic University of Leuven, Belgium (Gagliano & Moore, 1996; VanAcker, 1996). The guides identify the types of accommodations, programs, and services available at individual campuses in the U.S., Canada, and Europe for students with disabilities who are interested in international exchange opportunities. In a major national study, the reasons that students have for choosing to study abroad were a desire to experience new cultures and to learn the language of the host country. Academic reasons were of secondary importance, unless the study abroad program was integrated into the academic curriculum of the home college. Students not choosing to study abroad cited a lack of curricular relevance and the fear that study abroad would delay their college graduation (Carlson, Burn, Useem, & Yachimowicz, 1990). Students whose parents have completed a higher education degree or who are in more highly qualified occupation appear to constitute a greater percentage of participants in study abroad. abroad programs have a strong attraction for students who already have some international experience, for example, students who themselves or whose parents or brothers and sisters had previously spent some time abroad (Opper, Teichler, & Carlson, 1990). Method Development of Instrumentation Beginning in 1989, a literature review and input from experts in disability services were used to create a survey of student perceptions regarding study abroad. The survey was piloted with 9 students with disabilities and then revised for clarity. In the spring semesters of 1990 and 1991, 42 additional students with disabilities completed the survey, and the instrument was revised again to its current form (Hameister, Matthews, & Skolnick, 199 1). The specific components of the survey form included (a) informed consent, (b) collection of demographic and student information, (c) questions about the students' interest in studying abroad and previous travel experience, (d) questions about perceived barriers to study abroad, and (e) questions about the perceived importance of various accommodations. In developing questions about perceived barriers to study abroad, a 5-point scale was used. One (1) indicated no effect, two (2) mild effect, three (3) moderate effect, four (4) severe effect, and five (5) profound effect. Questions regarding the importance of various accommodations were also developed around a 5-point scale. Students could indicate that the accommodation was not important (1), of little importance (2), of some importance (3), had a lot of importance (4), or was of utmost importance (5).

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