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