How University of Florida and Learn International Crafted an Accessible Study Abroad Program
In the realm of global education, creating truly accessible experiences for students with disabilities requires teamwork. The University of Florida (UF), and Learn International (LI) have set a precedent with their collaboration to develop an innovative study abroad program that is accessible for students with and without disabilities. Here’s a look at how this collaboration came to be, the roles of the different partners, and the best practices that made this initiative successful.
Program Conception
The seeds of this program were planted in 2017 when Learn International (LI), the University of Florida Disability Resource Center (DRC), and the Herbert Wertheim College of Engineering (HWCOE) were having separate talks around the creation of two one-week programs respectively focusing on “disability awareness” and “Smart City” concepts in London. In smart cities, network technologies are utilized to maximize the efficiency of city services such as transportation and sanitation for greater conservation, accessibility, and quality of life.
Role of Different Partners Learn International (LI)
According to Cara Simon of Learn International, LI took charge of the logistics, ensuring all on-the-ground arrangements were in place. They played a crucial role as liaison with local partners and organizations in London, coordinated industry visits, local accommodations, and transportation. Their expertise ensured the smooth running of the program and provided a seamless experience for all participants.
Learn International meticulously planned the logistics to guarantee accessibility. They developed and practiced transportation routes to ensure sufficient time for transitions. They verified that lodging and industry visits were accessible to students regardless of disability.
LI also offered a predeparture orientation and onsite orientation, covering essential topics such as:
- Cultural adjustment and expectations
- Health and safety protocols
- Academic expectations and course content, in collaboration with the lead faculty
- Accessibility arrangements and support services
- Practical tips for staying in London, using public transport, and reviewing the itinerary
- Managing expectations around the itinerary and being flexible with alterations
- Preparing students for logistics and how to navigate possible challenging situations.
University of Florida Disability Resource Center (DRC)
Jenna Gonzalez of the University of Florida Disability Resource Center explains that the DRC focused on providing the necessary support services, coordinating with Learn International on accessibility needs, and securing funding for personal attendants and additional support staff. The UF DRC also contributed significantly to the development of program content around disability and accessibility.
Herbert Wertheim College of Engineering (HWCOE)
The Herbert Wertheim College of Engineering contributed valuable pedagogical expertise. The fact that Engineering faculty Pingchien Neo was co-directing the program with Jenna, ensured that engineering perspectives would be incorporated into the program.
Information Sharing for Student Support
According to Jenna, UF uses TerraDotta for study abroad applications, which includes requests for reasonable accommodations (RA). Participants discuss any individual support needs that they might have with the DRC. This enables the DRC to arrange support services with a local agency, while preparing students for what to expect overseas.
If a student using a wheelchair needed a Personal Care Attendant (PCA) for daily hygiene needs, then the student would meet with program organizers to discuss their PCA needs and required accommodations, such as lifts, shower rails, and grab bars. If travel logistics were being planned, then the use of black taxis would be ensured to guarantee accessibility.
If a Deaf student required an American Sign Language interpreter, funded by the DRC, then the interpreter would be provided with all speaking materials in advance and would accompany the student throughout the trip, ensuring they could participate fully in all activities.
If a student with a high-level medical diagnosis needed routine medication, then the DRC would discuss the daily schedule with the student, review potential side effects or concerns, and provide support to ensure the student could manage their condition while participating in the program.
>In all cases, no matter what the disability, we want to make the students feel comfortable and welcome for attending the trip. Each accommodation is so different for each student, even if they have the same diagnoses. – Jenna Gonzalez
Due to FERPA regulations, UF cannot share a lot of information with Learn International. However, Cara explains that Learn International has their own internal application form, collecting information on student needs around housing, transportation, diet, and other details that help with logistics planning. This separate form not only allows Learn International to more effectively plan based on the needs of participants, it also serves to initiate a direct conversation between the individual and program staff about important matters such as flight prep, medications, and more.
Lessons Learned
The program taught Learn International staff a great deal about accessibility in education abroad. They learned to consider various disabilities and the specific challenges that may arise in different locations. Insights gained included the importance of having multiple interpreters for students who are Deaf or hard of hearing, planning walking tours that include wheelchair users, and the need for quiet spaces for those who experience sensory overload. These lessons have been integrated into not just this program but all of Learn International’s offerings, enhancing their ability to provide accessible educational experiences.
Cara Simon emphasized that the operational and logistical aspects of the itinerary are crucial for a positive educational experience for all participants, faculty, and support assistants. This is in addition to the importance of preparing these individuals for the program. When planning a short-term program, one temptation in the industry is to maximize the schedule with a rapid succession of visits to meet academic goals and student expectations. They discovered that it was crucial to incorporate ample travel time between locations and allow for unexpected changes to events. For instance, a participant might require additional time for meals, using the facilities, or navigating various modes of transportation. Although last-minute changes can affect a program’s budget, they now try to include a buffer for these unexpected costs. Most importantly, these experiences with change and flexibility were invaluable for students’ growth and development. At times, students were pushed outside their comfort zones, or observed others outside theirs, and learned to manage these feelings. This insight into other people’s worlds and emotions is beyond anything a textbook can teach.
A successful program fosters growth, creates opportunities, and facilitates meaningful shared experiences, rather than simply filling an itinerary. This is what we have learned in recent years. – Cara Simon
The Course
The name of the course associated with the program is “Technological Applications for Disability Access.” Historically students would receive one credit for completing the course, which they could use to fulfill elective requirements. With the program’s expansion in 2025, including the two-week duration and a hackathon, the course will be increased to 3 academic credits, providing a more comprehensive learning experience.
Conclusion
The collaboration between UF and Learn International is a beacon for other institutions aiming to make study abroad programs accessible. Their commitment to improving programming and including all students, regardless of disability, spreads the benefit of enriching global education experiences. Through thoughtful planning, personalized support, and a focus on accessibility, this program not only meets academic goals but also creates lasting, transformative experiences for all participants.
Through engagement with local leaders for accessibility and education providers with hands-on experience working with students with disabilities in London, we continue to learn and develop this program every year. – Cara Simon
The National Clearinghouse on Disability and Exchange (NCDE) is a project of the U.S. Department of State’s Bureau of Educational and Cultural Affairs, designed to increase the participation of people with disabilities in international exchange between the United States and other countries, and is supported in its implementation by Mobility International USA.
