Table Of ContentINCLUSION OF STUDENTS WITH DISABILITIES IN STUDY ABROAD:
CURRENT PRACTICES AND STUDENT PERSPECTIVES
by
YELENA SIYOROVNA ABLAEVA
A THESIS
Presented to the Department of International Studies
and the Graduate School of the University of Oregon
in partial fulfillment of the requirements
for the degree of
Master of Arts
June 2012
THESIS APPROVAL PAGE
Student: Yelena Siyorovna Ablaeva
Title: Inclusion of Students with Disabilities in Study Abroad: Current Practices and
Student Perspectives
This thesis has been accepted and approved in partial fulfillment of the requirements for
the Master of Arts degree in the Department of International Studies by:
Kathie Carpenter Chairperson
Deborah Olson Member
Kathy Poole Member
and
Kimberly Andrews Espy Vice President for Research & Innovation/Dean of the
Graduate School
Original approval signatures are on file with the University of Oregon Graduate School.
Degree awarded June 2012
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© 2012 Yelena Siyorovna Ablaeva
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THESIS ABSTRACT
Yelena Siyorovna Ablaeva
Master of Arts
Department of International Studies
June 2012
Title: Inclusion of Students with Disabilities in Study Abroad: Current Practices and
Student Perspectives
While there has been an increase in the numbers of students studying abroad each
year, the participation of students with disabilities remains low. As internationalization of
higher education takes news steps, bringing along with it the myriad benefits of
intercultural exchange, study abroad becomes an important and often required component
of educational experience. This study explored the current practices and experiences of
the inclusion of students with disabilities in study abroad programs. The interviews with
10 study abroad professionals, 5 students with disabilities, and 1 faculty reveal
discrepancies in the perceptions of the current practices. In light of the findings of this
research, I argue that the study abroad experience promotes higher levels of identity
development for students with disabilities. I also propose recommendations to ensure the
positive experience for both study abroad professionals and students with disabilities.
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CURRICULUM VITAE
NAME OF AUTHOR: Yelena Siyorovna Ablaeva
GRADUATE AND UNDERGRADUATE SCHOOLS ATTENDED:
University of Oregon, Eugene
University of Montana, Missoula
DEGREES AWARDED:
Master of Arts, International Studies, 2012, University of Oregon
Graduate Certificate, Nonprofit Management, 2012, University of Oregon
Bachelor of Arts, Communication Studies, 2009, University of Montana
AREAS OF SPECIAL INTEREST:
International Education
Nonprofit Management
PROFESSIONAL EXPERIENCE:
Study Abroad Graduate Assistant, Office of International Affairs, University of
Oregon, Eugene, Oregon, 2010-2012
Interim Advising and Events Coordinator, US-UK Fulbright Commission –
Education USA, London, United Kingdom, 2011
Intern, Mobility International USA, Eugene, Oregon, 2011
Intern, International Student and Scholar Services, Office of International Affairs,
University of Oregon, Eugene, Oregon, 2010
Teaching Assistant, Department of International Studies, University of Oregon,
Eugene, Oregon, 2009-2010
International Scholar Assistant, Office of International Affairs, University of
Oregon, Eugene, Oregon, 2009-2010
Intern, Foreign Student and Scholar Services, University of Montana, Missoula,
Montana, 2008
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GRANTS, AWARDS, AND HONORS:
Thurber Award for Professional Development, Department of International
Studies, University of Oregon, 2010
Thurber Award for Professional Development, Department of International
Studies, University of Oregon, 2012
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ACKNOWLEDGEMENTS
I would like to thank my adviser and committee chair, Dr. Kathie Carpenter, for
her continued support during my graduate career and during my work on this project. I
would also like to thank my committee members, Dr. Deborah Olson and Kathy Poole,
Director of Special Projects and Initiatives in International Affairs, for their advice and
encouragement.
Next, I would like to thank all the participants of this study for sharing your
stories and providing invaluable insights.
My thanks are extended to my roommate and friend, Amanda, who has been very
supportive of my work and devoted lots of time and energy editing it, given the tight
deadlines I gave her.
Finally, I would like to thank my family and friends. I was fortunate to be
surrounded by great friends during my stay here in Eugene - thank you for always being
there for me. My special thanks go to my Italian family and my family in Uzbekistan for
their continued support, love, and encouragement. And of course, without the love and
support of my husband, Robin, nothing of this would have been possible. Thank you.
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TABLE OF CONTENTS
Chapter Page
I. INTRODUCTION .................................................................................................... 1
Personal Statement ................................................................................................. 2
Organization of Thesis ........................................................................................... 4
II. BACKGROUND AND PROBLEM STATEMENT .............................................. 5
Internationalization of Higher Education ............................................................... 5
Benefits of Study Abroad....................................................................................... 5
Benefits of Study Abroad for Students with Disabilities ....................................... 7
Underrepresentation of Students with Disabilities in Study Abroad ..................... 11
III. UNDERSTANDING DISABILITY, STUDENT DEVELOPMENT, AND STUDY
ABROAD ..................................................................................................................... 13
Theoretical Framework .......................................................................................... 13
Understanding the Legal Issues in Study Abroad .................................................. 26
Students with Disabilities and Study Abroad ........................................................ 31
IV. METHODS ............................................................................................................ 37
Overview ................................................................................................................ 37
Participant Selection and Recruitment ................................................................... 38
Data Collection ...................................................................................................... 38
Data Analysis ......................................................................................................... 40
Limitations ............................................................................................................. 44
V. CURRENT PRACTICES - STUDY ABROAD PROFESSIONAL
PERSPECTIVES ........................................................................................................ 46
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Chapter Page
VI. STUDENT PERSPECTIVES ................................................................................ 75
VII. DISCUSSION: UNIVERSAL DESIGN AND TAILORED APPROACH,
DISCREPANCY IN PERCEPTIONS, FACULTY’S ROLE, AND
STUDENT IDENTITY DEVELOPMENT ................................................................. 91
VIII. RECOMMENDATIONS AND CONCLUSION................................................ 98
APPENDICES ............................................................................................................. 104
A. QUESTIONS FOR STUDY ABROAD PROFESSIONALS ........................... 104
B. QUESTIONS FOR STUDENTS WITH DISABILITIES ................................ 106
C. DEMOGRAPHIC INFORMATION ................................................................ 107
REFERENCES CITED ................................................................................................ 108
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LIST OF TABLES
Table Page
1. Students with Disabilities in Education Abroad Breakdown ................................. 32
2. Interviewee Demographic Information .................................................................. 106
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Description:disability goes to China, s/he can affect the small community that s/he lives in that time, . change the interaction between the individual and society (Soneson, typically assigned in traditional cultures to groups of people who do not . The theory of universal design, which originated from archit
