Article Details
Research Database: 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: | 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 |