Article Details

Research Database: Article Details

Citation:  Prohn, Seb; Kelley, Kelley; Westling, David (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, Seb; Kelley, Kelley; Westling, David
Year:  2016
Journal/Publication:  Journal of Intellectual Disabilities
Publisher:  SAGE
DOI:  https://doi.org/10.1177/1744629515617050
Full text:  http://journals.sagepub.com/doi/abs/10.1177/1744629515617050    |   PDF   
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