Journal Article Details
Citation:
Prohn, S., Kelley, K., Westling, D. (2016). Studying abroad inclusively: Reflections by college students with and without intellectual disability.
Journal of Intellectual Disabilities, 20
(4),
341-353.
Title:
Studying abroad inclusively: Reflections by college students with and without intellectual disability
Authors:
Prohn, S., Kelley, K., Westling, D.
Year:
2016
Journal/Publication:
Journal of Intellectual Disabilities
Publisher:
SAGE
DOI:
Full text:
Peer-reviewed?
Yes
NIDILRR-funded?
Yes
Structured abstract:
Background:
Postsecondary education programs have increased opportunities for students with and without
intellectual disabilities to study abroad as inclusive classes. Using open-coding qualitative techniques,
the authors examined an inclusive study abroad group’s daily reflective journals during a
study abroad trip to London and Dublin. Three shared categories emerged from analysis: personal
development, bonding/social inclusion, and learning from English and Irish adults with intellectual
disabilities. Each group reported two distinct categories as well. Students with intellectual disabilities
described the importance of mobility/transportation and fun, while their classmates
without intellectual disabilities described the importance of inclusive learning and an increasing
awareness of barriers to full participation for people with disabilities. Student-constructed categories
are used to describe the benefits of inclusive study abroad and build future inclusive
international opportunities.
Disabilities served:
Cognitive / intellectual impairment
Populations served:
Transition-age youth (14 - 24)
Interventions:
Accommodations
Accommodations / modifications
Accommodations / modifications