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www.skill.org.uk0http://www.skill.org.uk/2http://www.uno.edu/~trac/2http://www.uno.edu/~trac/N/ 0|DTimes New Romanttvx: 0DEternaew Romanttvx: 0 DArialew Romanttvx: 00DVerdanaw Romanttvx: 0"@DWingdingsRomanttvx: 0 C0.  @n?" dd@  @@`` @ 8  ?m"          !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnoqrswxyz{|}~,,Ob$3/7Y2U{pI:b$m @ Ucm:R$wpznC ['R$(,޿[t*F*g 0AA 'Nu8NdMkf|Y@]~p!ʚ;l4,ʚ; g4KdKdޕx: 0ppp@ <4dddd@ 0tv<4KdKd@ 0tv<4!d!d@ 0tv0___PPT10 ^___PPT9@? %O  =PPostsecondary Education Abroad  Optimizing the International Postsecondary Experience for Students Who are Deaf and Hard of Hearing Sharaine J. Roberts, MSW Marcia Kolvitz, Ph.D. PEPNet 2006d<Q IRREPLACEABLEX  & going abroad was an irreplaceable experience; everyone should do it. It s more difficult if you have a disability, but it s so interesting to see how cultures differ. 0sZRA Deaf Woman Doing the Salsa  & Then the instructor told the students to go ahead and start practicing and & he came over to me and took me by the hand and led me over to the drums (and) the bongo drum player. And he put my hand on the drum and told me in Spanish to just feel it. [The interpreter] interpreted that, so I felt it and sure enough I started to & understand what the beat was... once I got the beat, then it was very easy to learn the steps. So pretty soon, there I am, a deaf woman and I was doing the salsa. ,n M!Overview of Study Abroad Programs"s" SWhy Study Abroad?6Enrich one s educational experience Widen one s horizons Improve one s employability Learn how other cultures live Enhance one s self-esteem and confidencenTWhat is Study Abroad Anyway? Study abroad takes on many different forms:  Cluster programs Students are taught in clusters away from the host institution students Full integration programs Students are taught in classes with host students in the language of the host countryx-ssHssVs-HV  UWhat is Study Abroad Anyway?Other forms may include: Study at partner institutions for a summer, semester or even a year Two- or three- weeks abroad as a component of courses, taught by the university s own faculty who travel with the students V"Who Runs the Study Abroad Program?Study Abroad programs frequently are administered by the student s institution; However, there are international programs which originate as part of an organized consortium, not the student s institutionVO5Working with Students Who are Deaf or Hard of Hearing6s6 X  Deaf Defined Typically, deafness is defined as the inability to understand spoken language even with the aid of hearing instruments. This is usually a result of sensorineural or conductive hearing loss in the severe to profound range.$sY 2 Hard of Hearing Defined`  Hard of Hearing usually refers to the inability to understand spoken language unless aided by a hearing instrument. Frequently, this is a result of a conductive loss in the mild to moderate range. Communication in a noisy environment is also much more difficult, even with assistance of a hearing aid.1s1Z D Person with a Disability Defined## An individual who: (a) has a physical or mental impairment that substantially limits one or more of the major life activities of such individual; (b) has a record of such an impairment; or (c) is regarded as having such an impairment.:ssPNAre There Any United States Laws That Address Access in Study Abroad Programs?OsO0 \ Civil Rights Act of 1964 The Civil Rights Act of 1964 provides that  All persons shall be entitled to the full and equal enjoyment of the goods, services, facilities, and privileges, advantages, and accommodations of any place of public accommodation, as defined in this section, without discrimination or segregation on the ground of race, color, religion, or national origin. ese]^-Age Discrimination in Employment Act of 1984.. Extends the Older Americans Act beyond the borders of the United States as it applies to workers employed by American companies and their subsidiaries situated outside the United States. s_(Americans with Disabilities Act of 1990))  The Americans with Disabilities Act of 1990 forbids discrimination against individuals with disabilities. Both private and public universities are covered by ADA, under Titles II and III, respectively. There is no mandate that the facility receive federal funds. $ s `=Title II of the ADA & Section 504 of the Rehabilitation Act>>M The language of Title II is almost identical to Section 504 providing that, "no qualified individual with a disability shall, by reason of such disability, be excluded from participation in or be denied the benefits of the services, programs, or activities of a public entity, or be subjected to discrimination by any such entity." NsNa4Title II  Public Services Title II provides for three types of accommodations: (i) reasonable modifications to rules, policies, or practices; (ii) removal of architectural, communication, or transportation barriers, and (iii) provision of auxiliary aids. 6s6b Title II Mandates Auxiliary Aids!!5 States that postsecondary students with disabilities are entitled to auxiliary aids. In the case of students who are deaf or hard of hearing, auxiliary aids would include, but are not limited to: Interpreters, notetakers, real-time transcription, telecommunications devices, and assistive listening devices.6Z6cNAuxiliary Aids Must Be Provided Unless& (((r Under Title II of the ADA, these accommodations must be made unless they would result in requiring  a public entity to take any action that it can demonstrate would result in a fundamental alteration in the nature of a service, program, or activity or would result in undue financial and administrative burdens."$:s9dBTitle III  Public Accommodations"" Title III of the ADA extends the reach of Section 504 of the Rehabilitation Act, stating "no individual shall be discriminated against on the basis of disability in the full and equal enjoyment of the goods, services, facilities, privileges, advantages, or accommodations of any place of public accommodation by any person who owns, leases (or leases to), or operates a place of public accommodation." se Title III requires postsecondary institutions to be accessible when such access is  readily achievable. Such access would include modification of policies, procedures and programs where such would not result in a fundamental change in the goods and services.sf.Civil Rights Act (CRA) Amendments Act of 1991// Amended Title VII of the Civil Rights Act (CRA) of 1964 and Title I of the Americans with Disabilities Act (ADA) of 1990 to cover Americans employed by American-owned or American-controlled companies outside the US.sg0How Have These Laws Been Applied or Interpreted?1s16hDoes US Law Apply Abroad? Clearly, the Civil Rights Act (CRA) Amendments Act and Title I of the Americans with Disabilities Act (ADA) apply in terms of employment, but it remains murky as to whether or not the other titles in the ADA and Rehabilitation Act apply abroad.siOCR Ruling at St. Scholastica  In 1992, the Office for Civil Rights ruled that the College of St. Scholastica, in Duluth, Minnesota, was obligated to provide a sign language interpreter to go abroad with a deaf student. The student was participating in the College s Study Abroad program in Ireland.sD jSmith v. United StatesF In writing for the US Supreme Court in 1993, Justice Rehnquist wrote that  clear evidence of Congress intent for laws to apply extraterritorially must be evident in order for a law such as ADA to apply. While Smith lost the case, this made way for extraterritoriality application of laws.$$s#kStevens v. Premier Cruises 2002  In this decision by the Eleventh Circuit Court of Appeals, the court ruled that Title III of the ADA applied extraterritorially in the case of foreign cruise ships that operate in US waters.sl)OCR Decision at Arizona State University** On December 3, 2001, the Office for Civil Rights ruled that Arizona State University did not have to provide an interpreter for a deaf student who wanted to participate in a study abroad program at the University College, Cork, Ireland.smBird v. Lewis and Clark College  In this 2002 case, Judge Goodwin of the United States District Court of Oregon wrote in favor of the plaintiff who filed discrimination charges against the university, claiming violation of her rights under both ADA and 504.sn,Providing an Accessible Study Abroad Program--6o >What Does  Accessibility Mean?  While students who are deaf or hard of hearing in the United States have come to expect accessibility to mean provision of the appropriate auxiliary services, such services may not be available in the country in which the student is studying.$sp!Creativity is Keya Providing accommodations abroad must be done within a creative context. Auxiliary services for deaf and hard of hearing students may include interpreters, notetakers, assistive listening devices, signal systems (lights), text devices for telecommunications, captioning, speech-to-text services, extended testing time, syllabi in advance and others. bsbWTIPWhat works for one student does not necessarily work for another. The important thing is to ensure that effective communication is transpiring. $PP$q"Getting Creativer Communication Points to Ponder Does the student know the host country s sign language? Does the student possess the English competency necessary to comprehend speech-to-text services?6!ss r#Getting CreativeDoes the student know the host country s language? If so, would speech-to-text services be sufficient to meet the student s needs? Are there oral interpreters available? Are assistive listening devices available?ss$Cultural Considerations Each culture has its own expectations and norms. When a deaf student chooses to study abroad, she must work with her advisors to learn about the new culture and identify ways in which she can fit in. .sXCultural ConsiderationsThe ability to communicate through means other than spoken words may be an advantage to the deaf or hard of hearing student. Hearing students in the group may not be as willing or comfortable using body language to communicate needs and issues.t%Student Preparation6u&Student Advance PreparationFInform the Study Abroad office that you wish to participate in the program and that you are deaf or hard of hearing. Identify more than one study abroad program that you would like to attend. Bring a letter from an audiologist or doctor explaining your hearing loss. If you have a cochlear implant, be sure that information is included. Keep in mind the letter may need to be translated to your host country s language.sv'Student Advance PreparationIdentify whether or not speech-to-text services are available in your host country. Are notetakers available? Are assistive listening devices available?sYStudent Advance PreparationIdentify whether or not ASL sign language interpreters are available. Determine with your study abroad advisor whether your institution will provide you with funding for an interpreter, whether the interpreter is from the US or the host country. What about remote services? *sy**Student Advance Preparation Medical Issues++(Make sure you have sufficient supplies of prescription medications you will need while abroad. Determine if you need to have testing for TB, Polio, HIV/AIDS, or other disease testing and immunizations prior to departure. Verify that the medications you need to take are not on the list of banned substances in your host country. If they are, work with the US Consulate to that country prior to departure to resolve the issue.sw()Student Advance Preparation Miscellaneous**(Electricity varies from one country to another. Bring an adapter. Determine if your text pager will work in your host country. Work closely with your advisor and do as much preparation in advance as possible.sx))Student Advance Preparation Miscellaneous**!Use the World Federation of the Deaf to identify Deaf and Hard of Hearing people in your host country who could become guides and supports during your stay. Contact the National Association of the Deaf for resources abroad. Contact Hearing Loss Association of America for resources abroad."s"z+3The Role of the Travel Abroad and Academic Advisors446{,Advisor Advance PreparationEncourage early disclosure of deafness or hearing loss. Work closely with the deaf student to identify several options for study abroad. Get the student to identify their priorities for study abroad, such as countries or cultures of interest, courses, cost, or languages.s|-Advisor Advance PreparationProvide student with ALL options and let them choose which program to attend. Have the student use her priorities to choose the program she wishes to attend. The student s support staff from the Disabled Student Services office, the advisor from the Study Abroad office, and any associated faculty should work together with the student to ensure that all parties are informed.ysy}.Advisor Advance PreparationCarry out a Site Accessibility Survey with the host institution to identify forms of accommodations that will be available. (http://www.umabroad.umn.edu/access) Encourage the student to attend all preparatory programming prior to departure. Determine cost of accommodations. "sZX 0}~/Advisor Advance PreparationWork closely with host institution and share all appropriate information so the institution is not caught unaware of the deaf student s hearing loss. Design pre-departure information for the student. Make certain to also share it with the host institution. s0Financial Issues61Supplemental Security Income The Social Security Handbook states: "A student of any age may be eligible for Supplementary Security Income (SSI) benefits while temporarily outside the U.S. for the purpose of conducting studies that are not available in the U.S., are sponsored by an educational institution in the U.S., and are designed to enhance the student's ability to engage in gainful employment. Such a student must have been eligible to receive an SSI benefit for the month preceding the first full month outside the U.S." 60Z(2OHow Can Students Continue to Receive Supplemental Security Income While Abroad?PP( To continue to receive SSI while studying abroad, students must ensure that: The international exchange course of study is not available to you in the U.S. The study abroad program is sponsored by a school in the U.S. 0Oss3APetition for Continuance of Supplemental Security Income BenefitsBB(^In petitioning the Social Security Administration for continuance of SSI benefits, students should emphasize: Participation is critical to your educational and vocational success. You are eligible for SSI for the one month immediately prior to leaving the U.S. You will earn academic credits towards your high school or college degree while abroad.$nss_4Vocational RehabilitationSome deaf and hard of hearing students will be eligible for VR funding while studying abroad. Work with your VR counselor to include study abroad in your rehabilitation plan. Stress that study abroad will enhance your employability once you have graduated.s53Study Abroad Expenses Examples of Past VR Funding 42Tuition and room/board for a student who is Deaf to study Spanish for one semester in Costa Rica, and for one month of summer school in Mexico The program fee for a student who is blind participating in a summer educational program in Costa Rica  sQ3Study Abroad Expenses Examples of Past VR Funding 42(Rental of a golf cart for transportation for a student using a wheelchair on a large university campus in Australia Tuition, housing, fees and books for a student who has a visual impairment to study for a year in England s ^ Questions? 9 Resources 66General Study Abroad Resources  http://www.umabroad.umn.edu/ Global Campus " Study Abroad Discover 170 international programs offered in 60 countries at the Global Campus, University of Minnesota. http://www.iesabroad.org IES: Institute for the International Education of Students A tradition of learning & living abroad; an Access Abroad partner welcoming students with disabilities. fssss<@X 0X 0[General Study Abroad Resources(}http://www.studyabroad.com This on-line division of Educational Directories Unlimited, Inc., provides one of the largest study abroad information resources on the World Wide Web, with listings of thousands of international programs in more than 100 countries. http://www.international.psu.edu/ieps Pennsylvania State University's International Education Programs & Studies office is responsible for the development, implementation, and operation of undergraduate international programs offered on behalf of the University for regular academic credit. An Access Abroad partner encouraging study abroad for students with disabilities.\ss'nPn%R4RX 0X 0,RGeneral Study Abroad Resources   http://www.nafsa.org NAFSA: Association of International Educators promotes the exchange of students and scholars to and from the United States. http://www.transabroad.com For over 20 years, Transitions Abroad has worked to provide readers with a carefully selected collection of resources for the independent minded traveler through the publication of directories and Transitions Abroad magazine. Student article submissions are welcome.nnn~nn n} < =X 0EX 08General Study Abroad Resourceshttp://www.iiepassport.org IIE Passport, a non-profit website, is a free service offered by the Institute for International Education. Users can search a study abroad database of 5,000 program listings for programs based on a variety of criteria. Web and e-mail links are provided for every entry. http://www.studentadvantage.com Student Advantage.com: This website presents a collection of articles and student perspectives on what study abroad is all about, including culture shock and lessons learned.\ss!ss"N 1X 0 X 0.N\General Study Abroad Resources(www.skill.org.uk Skill: National Bureau for Students with Disabilities promotes opportunities in higher education across the UK for students with disabilities.8ss$X 0=Disability Resources Mhttp://disserv3.stu.umn.edu/index2.html University of Minnesota Disability Services: The mission of UMDS is to be a catalyst for ensuring equal learning and working opportunities for disabled students, faculty, staff, and guests by increasing the capacity of communities to eliminate physical, programmatic, policy, informational, and attitudinal barriers. http://www.ahead.org AHEAD: The Association on Higher Education and Disability is an international, multicultural organization of professionals committed to full participation in higher education for persons with disabilities. h)s?sss*>*'A X 0'X 0h|>Disability Resourceshttp://www.ldanatl.org The Learning Disabilities Association of America is a national, non-profit organization that seeks to advance the education and general welfare of children and adults with learning disabilities through advocacy, education, research and service, and collaborative efforts. http://disserv3.stu.umn.edu/COL/index.html University of Minnesota Careers On-Line provides job search and employment information to people with disabilities through accessible, up-to-date computer networks, on the Internet. http://members.aol.com/WorkableUK/ Workable works to raise awareness among employers in the U.K. that disabled people can be excellent employees and outstanding performers.ss,ss$ss-%L*X 0X 0*TX 01?"International Disability Resources##2http://www.wfdeaf.org/ World Federation of the Deaf: Established in Rome, Italy, in 1951, WFD is an international, non-governmental central organization of national associations of Deaf people, with a current membership of associations in 127 countries worldwide. WFD s philosophy is one of equality, human rights and respect for all people, regardless of race, nationality, religion, gender, sexual preference, age and all other differences. www.nad.org National Association of the Deaf. The National Association of the Deaf was established in 1880 in Cincinnati, Ohio. TheNADhas a long history of defending the rights of deaf and hard of hearing people. fss ss 2 X 0X 0@"International Disability Resources##twww.hearingloss.org The Hearing Loss Association of America (formerly Self Help for Hard of Hearing People) is the US s largest organization for people with hearing loss. HLAA exists to open the world of communication for people with hearing loss through information, education, advocacy and support. www.alda.org ALDA (The Association of Late-Deafened Adults, Inc.) was formed in Chicago, Illinois in 1987. ALDA's membership is international in scope. ALDA works collaboratively with other organizations around the world serving the needs of late-deafened people.fssssI> aGX 0X 01=A#International Disability Resources $"<http://www.miusa.org Mobility International USA. The mission of Mobility International USA (MIUSA) is to empower people with disabilities around the world through international exchange, information, technical assistance and training, to ensure the inclusion of people with disabilities in international exchange and development programs. www.umnabroad.umn.edu/access University of Minnesota. This site provides tremendous resources for planning study abroad. http://www.access-able.com Access-Able Travel Source. Provides access information to disabled travelers.s@ss^ssOsA]Q< B`QX 0X 0VrX 0T#International Disability Resources $"http://www.geocities.com/Paris/1502 Global Access. This travel network is a forum for disabled travelers to share their experiences. Find travel tips and articles on a wide variety of destinations. If you have traveled with a disability, submit your own story to this site. .%ss#NX 0#]"International Disability Resources##(http://www.uno.edu/~trac/ The University of New Orleans Training, Resource, and Assistive-technology Center (TRAC) has a number of international initiatives related to disability. In collaboration with the Catholic University of Leuven, Belgium, they have published guides to accessible university programs in Canada, the United States and Europe. In addition, TRAC organizes the International Conference on Higher Education and Disability every three years.$ss"X 0B"International Disability Resources##http://www.abilityinfo.com Disability Information for Students. Of particular interest is this sites International Disability News Ticker, with links to news stories on disability from around the world. http://www.state.gov/www/global/human_rights/hrp_reports_mainhp.html Country Reports on Human Rights Practices. The Country Reports on Human Rights Practices are submitted annually by the U.S. Department of State to the U.S. Congress. They cover internationally recognized individual, civil, political, and worker rights as set forth in the Universal Declaration of Human Rights, and include summaries of policies toward individuals with disabilities. ssFssPM%AF,D"X 0PX 0C"International Disability Resources##http://www.cdc.gov/travel Travelers' Health (Centers for Disease Control and Prevention) provides health information for travel to different geographic regions, including health risks and vaccination recommendations. http://www.sentex.net/~iamat The International Association for Medical Assistance to Travelers can provide a directory of English-speaking doctors in 500 cities in 120 countries and other health information as well.\ssss2 $X 0IX 0DFinancial Resources http://www.miusa.org/participant/finaid.html Financial Aid for International Exchange and Disability. This handout published by Mobility International USA explains how it may be possible to use Supplementary Security Income or Vocational Rehabilitation funding toward study abroad. http://www.isep.org/scholarship ISEP DeWitt-Wallace Scholarships. The International Student Exchange Program is offering travel grants targeted to students who show potential for future leadership positions and a commitment to serve in their community, and who come from groups not traditionally represented in study abroad, including students with disabilities.f.ss!sLs,N<%  N&X 0,'X 0<UFinancial Resources whttp://www.rotary.org/programs/amb_scho/ Rotary Foundation Ambassadorial Scholarships. Persons with disabilities are eligible and encouraged to apply for Rotary Foundation Ambassadorial Scholarships for study at an institution in another country. Mobility International USA founder, Susan Sygall, started her international exchange experiences through a Rotary Scholarship..*sNs+M4 OSX 0(EOther ResourcesBhttp://babelfish.altavista.com/ Translates German/French/English !"C"$)X 0S/Resources Used in Developing this Presentation 0.0 F iAdvocates for Students With Disabilities Concerned About Decision in Study-Abroad Case. Hebel, Sara. Chronicle of Higher Education. December 14, 2001. http://www.chronicle.com Arranging for Sign Language Interpretation Abroad: A Disability Service Provider Perspective. Keen, K. Institute of International Education Network Column: Widening the Circle.2003. http://www.iienetwork.org/?p=29258 Attitudes of College Students Toward Study Abroad: Implications for Disability Service Providers. Mathews, P.R., Hameister, B.G. & Hosley, N.S. Journal of Postsecondary Education and Disability, 13(2), 67-77/ [R] 1998. hs&ssPWZ^az^X:"t  SX 0*X 0iH Disability & Study Abroad. The University of Colorado. http://www.colorado.edu/OIE/StudyAbroad/disabilityinfo.html. Disabled Access Information & Support. Jane Jarrow. www.janejarrow.com. Mobility International USA. The mission of Mobility International USA (MIUSA) is to empower people with disabilities around the world through international exchange, information, technical assistance and training, to ensure the inclusion of people with disabilities in international exchange and development programs. http://www.miusa.org ssXsPW+!W^740B X 07rX 0WX 0I Study Abroad Suggested Procedures for MSU Students with Disabilities. Chalou, C. Michigan State University Resource Center for Persons with Disabilities (RCPD) and Office of Study Abroad (OSA). http://studyabroad.msu.edu PEPNet: Postsecondary Education Network s Listserv. www.pepnet.org The Presumption Against Extraterritoriality As Applied to Disability Discrimination Laws: Where Does It Leave Students with Disabilities Studying Abroad? Kanter, Arlene S. Stanford Policy & Law Review 14:2, 2003.LsE;XFv75X 0X 0!Z &University of Minnesota. This site provides tremendous resources for planning study abroad for students with disabilities. www.umnabroad.umn.edu/access The University of Washington Do-It Center, International/ Travel Programs www.washington.edu/doit/Faculty/Strategies/Academic/International ,%s'4{LAX 0{X 0$J -This presentation was developed for PEC by: $-.$K)Postsecondary Education Consortium (PEC)**OServing the Southern Region of the United States http://sunsite.utk.edu/cod/pec$PZ1"1X 01OLPEC: A Member of PEPNet Postsecondary Education Programs Network www.pepnet.org Funded through the U.S. Department of Education, Office of Special Education & Rehabilitative ServicesDZ$)h-jX 0-;/0      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTf  0` ` ̙33` 333MMM` ff3333f` f` f` 3` ̙33` ̙333f>?" dd@$t?" d___d@  @` n?" dd@   @@``PJ    @ ` `,pH @`H @`L0  D(  $  08 "PP  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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( 03 " `    W#Click to edit Master subtitle style$ $ ) 0x8 "] `}  H*0  * 0< "`   J* 0  + 0@ "] `}  J* 0 h  Bdd޽h @ ?"` f;v3ff___PPT10i. |7+D=' n= @B + 0 pt(  t t NLkk v$   n*  J%%JJoo t NVkk  7$  p*  J%%JJood t c $ ?PD  4 t N kk    RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  t T@kk v   n*  J%%JJoo  t Tkk  7  p*  J%%JJooH t 0j ? 3380___PPT10.!t P ((    N΅kk v$   \* J%%JJoo  Nxkk  7$  ^* J%%JJoo  Tkk v   \* J%%JJoo  T kk  7  ^* J%%JJooH  0j ? 3380___PPT10.ipe9 0L0 d\Pl(  lx l c $M'  x l c $|N(pp   l 0OP @ \A PEPNet Publication. 04/2006."0( 2H l 0޽h ? 33___PPT10i.+D=' n= @B +  0L0 `pI(  p~ p s *8' `}   ~ p s *+PB    p 04 4  SAngela Finney, University of Minnesota Access Abroad student to Spain, Spring 19986' -- -TV p 0޽h ?"` ̙333f___PPT10i.`\:+D=' n= @B +  0L0 |p(  |~ | s *' `}   ~ | s *+P   , | 0Dap `  Wendy Harbour, University of Minnesota Access Abroad Staff to VenezuelaJ 0___PJH | 0޽h ? 33___PPT10i.+D=' n= @B +!: 0L0  |(  |x | c $@0a'O a H | 0޽h ? 33___PPT10i.q ޻+D=' n= @B +  0L0 <(  ~  s *L:a' `}  a ~  s *;a+bRb  a H  0޽h ? 33___PPT10i.߬+D=' n= @B +  0L0 <(  ~  s *Ya' `}  a ~  s *`Za+ p  a H  0޽h ? 33___PPT10i.7+D=' n= @B +  0L0 <(  ~  s *ma'   a ~  s *tna+ R  a H  0޽h ? 33___PPT10i.PH+D=' n= @B + ; 0L0 @ 0(  x  c $Dza' `}  a x  c ${a+ ` a H  0޽h ? ̙333f___PPT10i.1@Y+D=' n= @B + 0L0  (    s *8a+PP@  a >  Study Abroad is a multifaceted learning experience for students and faculty (many of whom see this opportunity as a component of faculty development). It offers the possibility for the very best of a liberal arts education because it is liberating for the mind and spirit. It is invariably a transformative experience that shapes career and vocational choices for a lifetime. &~nZ  0a  R Larry Schulz, Professor of Politics and Asian Studies and Director of International Programs at St. Andrews Presbyterian College . ___0 H  0޽h ? 33___PPT10i.@uc+D=' n= @B +!< 0L0  (  x  c $|a'0  a H  0޽h ? 33___PPT10i.q ޻+D=' n= @B +  0L0 @<(  ~  s *|a'   a ~  s *$a+   a H  0޽h ? 33___PPT10i.H5+D=' n= @B +  0L0 `<(  ~  s *\a' `}  a ~  s *toa+|X  a H  0޽h ? 33___PPT10i.0~+D=' n= @B +  0L0 <(  ~  s *a' `}  a ~  s *̰a+   a H  0޽h ? 33___PPT10i.5)+D=' n= @B +!= 0L0  (  x  c $a'p#  a H  0޽h ? 33___PPT10i.q ޻+D=' n= @B +   0L0 <(  ~  s *a'n `N  a ~  s *a+ q a H  0޽h ? 33___PPT10i.p$+D=' n= @B +Y  0L0 XP(    s *' `}  a JRehabilitation Act of 1973  s *a+ `` a zF States that  no otherwise qualified individual with a disability in the United States ... shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance or under any program or activity conducted by any Executive Agency or by the United States Postal Service. sH  0޽h ? 33___PPT10i.I s+D=' n= @B +   0L0 6(  x  c $la'  a ~  s *Da+bP"  a H  0޽h ? 33___PPT10i.QP+D=' n= @B +   0L0  <(  ~  s *Da'Pp  a ~  s *+   H  0޽h ? 33___PPT10i.Ƕ+D=' n= @B +  0L0 @6(  x  c $s' `  s ~  s *$+N4  H  0޽h ? 33___PPT10i.i+D=' n= @B +  0L0 `<(  ~  s *,s'n `N  s ~  s *s+ s H  0޽h ? 33___PPT10i.+D=' n= @B +  0L0 <(  ~  s *'n `N  s ~  s *+"   H  0޽h ? 33___PPT10i.Л+D=' n= @B +  0L0 <(  ~  s *8?s'n `N  s ~  s *1s+0  s H  0޽h ? 33___PPT10i.}'+D=' n= @B +  0L0 <(  ~  s *'n `  s ~  s *@+    H  0޽h ? 33___PPT10i.%+D=' n= @B +  0L0 (  ~  s *p_s+P  s   6  `p TAccess Mandated When  Readily Achievable ++H  0޽h ? 33___PPT10i. +I+D=' n= @B +  0L0 <(  ~  s *ks'  s ~  s *Xls+^ `  s H  0޽h ? 33___PPT10i.r+D=' n= @B +'  0L0 &  (   ~   s *{s'`@@   s H   0޽h ? 33___PPT10i.`Rq+D=' n= @B +  0L0 @(<(  (~ ( s *s' `  s ~ ( s *+%   H ( 0޽h ? 33___PPT10i.|t$+D=' n= @B +  0L0 `0<(  0~ 0 s *s'n `N  s ~ 0 s *ts+3  s H 0 0޽h ? 33___PPT10i._+D=' n= @B +  0L0 8<(  8~ 8 s *s'n `N  s ~ 8 s *s+S  s H 8 0޽h ? 33___PPT10i.@ +D=' n= @B +  0L0 @<(  @~ @ s *\s'n `N  s ~ @ s *"+!  s H @ 0޽h ? 33___PPT10i._+D=' n= @B +  0L0 H<(  H~ H s *s't  s ~ H s *s+w  s H H 0޽h ? 33___PPT10i.X+D=' n= @B +  0L0 P<(  P~ P s *s'n `N  s ~ P s *ds+0r  s H P 0޽h ? 33___PPT10i.P+D=' n= @B +'  0L0 &X(  X~ X s *s'Pp@   s H X 0޽h ? 33___PPT10i.`Rq+D=' n= @B +  0L0  `<(  `~ ` s *0s'n `N  s ~ ` s *s+0  s H ` 0޽h ? 33___PPT10i.+D=' n= @B +  0L0 @h<(  h~ h s *Ts'n `N  s ~ h s *,s+0 ` s H h 0޽h ? 33___PPT10i.`+D=' n= @B +> 0L0   0(   x   c $%'PpK  x   c $( p   H   0޽h ? ̙333f___PPT10i.5ߟV+D=' n= @B +  0L0 `p<(  p~ p s *w' ``  w ~ p s *V+`B w H p 0޽h ? 33___PPT10i.08+D=' n= @B +   0L0 x<(  x~ x s * w'n `N  w ~ x s *w+N` w H x 0޽h ? 33___PPT10i.֦+D=' n= @B + ! 0L0 <(  ~  s *!w'n `N  w ~  s *x"w+ 0  w H  0޽h ? 33___PPT10i.`?+D=' n= @B + ? 0L0  0(  x  c $6w' `}  w x  c $X7w+ ` w H  0޽h ? ̙333f___PPT10i.q9@t+D=' n= @B +' " 0L0 &(  ~  s *:w'@  w H  0޽h ? 33___PPT10i.`Rq+D=' n= @B + # 0L0 <(  ~  s *c'n `N  w ~  s *q+`P0   H  0޽h ? 33___PPT10i.*+D=' n= @B + $ 0L0 <(  ~  s *Nw'n `N  w ~  s *@w+PP`  w H  0޽h ? 33___PPT10i. +D=' n= @B + @ 0L0  $0(  $x $ c $]w' `}  w x $ c $^w+ ` w H $ 0޽h ? ̙333f___PPT10i.s9+D=' n= @B + ' 0L0 `<(  ~  s *dw'n `N  w ~  s *dw+1G w H  0޽h ? 33___PPT10i._rZ+D=' n= @B + % 0L0  <(  ~  s *Xyw'n `N  w ~  s *0zw+z3  w H  0޽h ? 33___PPT10i.I+D=' n= @B + & 0L0 @<(  ~  s *`w'n `N  w ~  s *8w+ w H  0޽h ? 33___PPT10i.`v6+D=' n= @B +' ( 0L0 &(  ~  s * w'P  w H  0޽h ? 33___PPT10i.`Rq+D=' n= @B + ) 0L0 <(  ~  s *8w'n `N  w ~  s *0{w+0  w H  0޽h ? 33___PPT10i.~1+D=' n= @B + * 0L0 <(  ~  s *w'n `N  w ~  s *w+P0 w H  0޽h ? 33___PPT10i.8+D=' n= @B + + 0L0 <(  ~  s *w'n `N  w ~  s *xw+`  w H  0޽h ? 33___PPT10i.´3+D=' n= @B + , 0L0 <(  ~  s *w'n `N  w ~  s *+`  w H  0޽h ? 33___PPT10i.´0,B+D=' n= @B +' - 0L0 & (  ~  s *4w'P  w H  0޽h ? 33___PPT10i.`Rq+D=' n= @B + . 0L0 @6(  ~  s *w'n `N  w x  c $w+ ` w H  0޽h ? 33___PPT10i.ôp+D=' n= @B + / 0L0 `<(  ~  s *w' `  w ~  s *w+P02 w H  0޽h ? 33___PPT10i.Ĵ@{+D=' n= @B + 0 0L0 <(  ~  s *w'n `N  w ~  s *pw+ w H  0޽h ? 33___PPT10i.+D=' n= @B + 1 0L0 <(  ~  s *'n `N   ~  s *+   H  0޽h ? 33___PPT10i.Ŵ0!v8+D=' n= @B + 2 0L0 <(  ~  s *p ' `}   ~  s *H + "    H  0޽h ? 33___PPT10i.Ŵ@l+D=' n= @B + 7 0L0 <(  ~  s *h* ' `}   ~  s *@+ +PP`    H  0޽h ? 33___PPT10i.Ŵ@l+D=' n= @B + 0L0 (  r  S 1 '*p   H  0޽h ? f;v3ff80___PPT10.W!' 4 0L0 &  (   ~   s *l9 'pp   H   0޽h ? 33___PPT10i.`Rq+D=' n= @B + 3 0L0 6(  ~  s *,? 'n `N   x  c $& +@   H  0޽h ? 33___PPT10i.ɴ+D=' n= @B +< T 0L0  $(  r  S V ' `}   r  S W +  `F   H  0޽h ? f;v3ff80___PPT10./T`e 8 0L0 ` 6(  ~  s *@j '> `   x  c $k +p`P   H  0޽h ? 33___PPT10i.ɴ+D=' n= @B + A 0L0 <(  ~  s *z 'n `N   ~  s *z +     H  0޽h ? 33___PPT10i.ʴpy +D=' n= @B +< S 0L0  $(  r  S $ ' `}   r  S  + `   H  0޽h ? f;v3ff80___PPT10.0TsE B 0L0 p4<(  4~ 4 s * 'n `N   ~ 4 s * +0   H 4 0޽h ? 33___PPT10i.ɴ0n+D=' n= @B + C 0L0 8<(  8~ 8 s * 'n `N   ~ 8 s *̬ +0   H 8 0޽h ? 33___PPT10i.ɴ`=+D=' n= @B + D 0L0 <<(  <~ < s * 'n `N   ~ < s *d + P   H < 0޽h ? 33___PPT10i.ƴ0聹+D=' n= @B + E 0L0 @<(  @~ @ s *d 'n `N   ~ @ s *p + L   H @ 0޽h ? 33___PPT10i.Ǵ_&m+D=' n= @B + F 0L0 D<(  D~ D s *l 'n `N   ~ D s *A +P   H D 0޽h ? 33___PPT10i.ŴJU+D=' n= @B + G 0L0  <(  ~  s * 'n `N   ~  s * +P`   H  0޽h ? 33___PPT10i.ŴJU+D=' n= @B +< R 0L0  $(  r  S  ' `}   r  S  + `   H  0޽h ? f;v3ff80___PPT10.0T H 0L0 H6(  H~ H s * 'n `N   x H c $h +   H H 0޽h ? 33___PPT10i.ƴP.+D=' n= @B + I 0L0 L<(  L~ L s * $ 'n `N   ~ L s *$ +"   H L 0޽h ? 33___PPT10i.ƴѭ+D=' n= @B + J 0L0 P<(  P~ P s *9 'n `N   ~ P s *4: + 0   H P 0޽h ? 33___PPT10i.ɴpF+D=' n= @B + K 0L0  <(  ~  s *H 'n `N   ~  s * + t   H  0޽h ? 33___PPT10i.ɴpF+D=' n= @B + L 0L0 T<(  T~ T s *pL 'n `N   ~ T s *HM +    H T 0޽h ? 33___PPT10i.ʴPZ"3+D=' n= @B +M 0L0  (  r  S 8X '}    H  0޽h ? ̙33___PPT10i.]+D=' n= @B +! N 0L0  X(  Xx X c $T_ + `   H X 0޽h ? 33___PPT10i.0 YI+D=' n= @B +! O 0L0   `(  `x ` c $n + `   H ` 0޽h ? 33___PPT10i.7%+D=' n= @B +! P 0L0  0d(  dx d c $̋ +p `   H d 0޽h ? 33___PPT10i.0b+D=' n= @B +!  0L0   p(  px p c $ + `   H p 0޽h ? ̙333f___PPT10i.9k+D=' n= @B + Q 0L0 @h(  hx h c $ + `    h 0l~^  [ Sharaine J. Roberts, MSW Consultant & Trainer Thornton, CO Email: sharaine02@comcast.net \0\H h 0޽h ? 33___PPT10i.+D=' n= @B + 5 0L0  Pl(  lx l c $8Y ' P    ~ l s *+    \ l C 4Asoutheast-map`PH l 0޽h ? ̙33y___PPT10Y+D=' n= @B +3 6 0L0 B:pt(  t~ t s *'0N   x t c $+` 0   t ^A  ?region-map"p0 0H t 0޽h ? ̙33y___PPT10Y+D=' n= @B +  0   x(  xd x c $tQD    x s *ݕ t    ^Study abroad is a wonderful thing for any student and, perhaps, more exciting, challenging, and awareness building for students with disabilities. This training discusses the current status of study abroad for students who are deaf or hard of hearing, including United States laws that govern education and civil rights. Important steps for advisors, both from disability and study abroad offices, students, and professors are also covered. The users of this training will leave with a long list of resources that can be tapped into to provide students who are deaf or hard of hearing with optimal international education experiences. Study Abroad programs offer unique experiences. Here, Angela Finney, a University of Minnesota student who studied abroad in Spain wrote,  & going abroad was an irreplaceable experience; everyone should do it. It s more difficult if you have a disability, but it s so interesting to see how cultures differ. H x 0j ? 3380___PPT10.Ml 0 (  d  c $tQD     s * t    \Study abroad programs offer unique experiences. Here, Wendy Harbour, a staff member with the Access Abroad program at the University of Minnesota, writes about her experiences in Venezuela:  & Then the instructor told the students to go ahead and start practicing and & he came over to me and took me by the hand and led me over to the drums (and) the bongo drum player. And he put my hand on the drum and told me in Spanish to just feel it. [The interpreter] interpreted that, so I felt it and sure enough I started to & understand what the beat was... once I got the beat, then it was very easy to learn the steps. So pretty soon, there I am, a deaf woman and I was doing the salsa. H  0j ? 3380___PPT10.lB?V 0 f(  d  c $tQD     s * t    P<So why would any student want to study abroad? The obvious answer is  to see the world. Yet, there are other reasons, as well. Enriching one s educational experience, widening one s horizons, improving one s employability, and perhaps the least recognized reason: To enhance one s self-esteem and confidence. Most of the bullet points above are clear, but some people might question how studying abroad would enhance one s employability. The reality is that today we live and work in a global society. Students who have studied abroad have a richer understanding of the world at large, the diverse cultures and languages that make up the global society. By being aware and understanding different languages, cultures and traditions, a student gains skills which readily transfer to employability.H  0j ? 3380___PPT10.,D 0 JB(  d  c $tQD   6  s *" t    Study abroad comes in many forms. Most of us think of it as simply going across an ocean to a new country to study for a year at a university. While this is accurate, there are also other forms such as  cluster programs wherein students are taught in clusters away from the host institution s students. In another form, international students are taught in fully integrated programs where the students take classes with host students, in the language of the host country.H  0j ? 3380___PPT10.͌ 0  (  d  c $tQD     s *D. t    pIn still another version, students study at partner institutions for a summer, semester or even a year. Finally, we have the two- or three-weeks abroad format wherein the study abroad is a component of the university s curriculum and is taught by the university s own faculty who travel abroad with the students.H  0j ? 3380___PPT10.B 0   (  d  c $tQD   |  s *`7 t    Jane Jarrow owns a company called DAIS, Disability Access Information & Support. Through DAIS, interested persons can learn a great deal about disability issues, including study abroad for persons with disabilities. This quote was taken from one of DAIS online courses. Professor Schulz of St. Andrews Presbyterian College had this to say about what study abroad is:  Study Abroad is a multifaceted learning experience for students and faculty (many of whom see this opportunity as a component of faculty development). It offers the possibility for the very best of a liberal arts education because it is liberating for the mind and spirit. It is invariably a transformative experience that shapes career and vocational choices for a lifetime. H  0j ? 3380___PPT10.س"  0 &P(  d  c $tQD     s *G t     Deafness is typically defined as the inability to understand spoken language even with the aid of hearing instruments. This is usually a result of sensorineural or conductive hearing loss in the severe to profound range. Where the word  deaf is written with a capital  D , it also refers to a subculture of individuals who are born deaf, share a native language of American Sign Language, typically attend schools for the deaf, and have their own social norms and cultural behaviors and expectations. In this presentation, we will not concern ourselves with Deaf Culture, but will instead focus on designing accessible programs for students with hearing loss, whether they be deaf, Deaf or Hard of Hearing. H  0j ? 3380___PPT10.&.P  0 p`(  d  c $tQD     s *W t    J6 Hard of Hearing usually refers to the inability to understand spoken language unless aided by a hearing instrument. Frequently, this is a result of a conductive loss in the mild to moderate range. Communication in a noisy environment is also much more difficult, even with the assistance of a hearing aid. People who are hard of hearing typically do not consider themselves as having a disability. Furthermore, they often are unaware of how much they are really missing as a result of their hearing loss. It is important to remember that individuals who have hearing aids do not have  20/20 hearing. That is to say, hearing aids amplify EVERYTHING and do not make a person s hearing  normal , unlike having a vision loss and wearing glasses which create a 20/20 field of vision for the user. H  0j ? 3380___PPT10.   0 (  d  c $tQD     s *tj t    z. Person with a Disability Defined Under both the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, a person with a disability is defined as: An individual who has: (A) a physical or mental impairment that substantially limits one or more of the major life activities of such an individual; (B) a record of such an impairment; or (C) being regarded as having such an impairment. 0"H  0j ? 3380___PPT10.9Av   0    (  d  c $tQD      s *Ly t    p \ President Lyndon Baines Johnson signed the Civil Rights Act of 1964 on July 2, 1964. The Civil Rights Act of 1964 provides that  All persons shall be entitled to the full and equal enjoyment of the goods, services, facilities, and privileges, advantages, and accommodations of any place of public accommodation, as defined in this section, without discrimination or segregation on the ground of race, color, religion, or national origin. The CRA came about partly as a result of the actions taken by President John F. Kennedy prior to his assassination, and Dr. Martin Luther King, Jr., also prior to his assassination in 1968. Times were changing in the sixties and the CRA was the first step towards equality of the people of the United States of America. It served as the cornerstone of future civil rights legislation such as the Rehabilitation Act and the Americans with Disabilities Act. Just as the Civil Rights Act of 1964 improved the rights of all citizens, especially minorities, the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 improved the rights to accessibility by persons with disabilities, including the right to participate in study abroad programs.H  0j ? 3380___PPT10.`=R 0 b(  d  c $tQD     s *~ t    L8The Rehabilitation Act of 1973, as amended, states that any institution receiving federal funding, directly or indirectly, may not discriminate against individuals with disabilities. This means that almost all postsecondary education programs must make education accessible to persons with disabilities. Federal grants to universities and financial aid to students are sufficient to qualify the educational institutions under the Rehabilitation Act. Section 504 is most frequently referenced when discussing the Rehabilitation Act. Specifically, Section 501 of the Rehabilitation Act prohibits discrimination by federal agencies; Section 503 prohibits discrimination by programs that contract with federal agencies, and; Section 504 prohibits discrimination by programs that receive federal monies, directly or indirectly. H  0j ? 3380___PPT10.0 9 0 y(  d  c $tQD   m  s *Ԣ t    The Age Discrimination in Employment Act of 1984 extends the Older Americans Act beyond the borders of the United States as it applies to workers employed by American companies and their subsidiaries situated outside the United States. So how does the Age Discrimination in Employment Act of 1984 fit in with study abroad programs? Specifically, this Act ensures that educational institutions may not discriminate against older personnel who want to work within Study Abroad programs. H  0j ? 3380___PPT10.@,X@ 0 0P(  d  c $tQD     s *x t    :Americans with Disabilities Act of 1990 The Americans with Disabilities Act of 1990 was signed by President George H.W. Bush on July 26, 1990. This law has been heralded as the most important law for persons with disabilities in America. The Americans with Disabilities Act of 1990 forbids discrimination against individuals with disabilities. Both private and public universities are covered by ADA, under Titles II and III, respectively. There is no mandate that the facility receive federal funds to comply. 'H  0j ? 3380___PPT10.D 0 nfP(  d  c $tQD   Z  s * t    Title II of the ADA & Section 504 of the Rehabilitation Act A bit of history is needed here. The Americans with Disabilities Act of 1990 language is derived largely from the Rehabilitation Act of 1973 language. The Rehabilitation Act and the Americans with Disabilities Act are complimentary of each other. Title II of the ADA is titled  Public Services . It applies to all government entities, including postsecondary institutions that are funded by their state. Thus, state colleges and universities may not discriminate against  qualified individuals with a disability . C;$H  0j ? 3380___PPT10.h[j 0 *"p(  d  c $tQD     s * t    lTitle II  Public Services As you can see, Title II of the ADA provides for three types of accommodations: (i) reasonable modifications to rules, policies, or practices; (ii) removal of architectural, communication, or transportation barriers, and (iii) provision of auxiliary aids. In the case of students with hearing loss, all three subsections of Title II apply, but most attention is focused on the provision of auxiliary aids. H  0j ? 3380___PPT10.\4 0 /'(  d  c $tQD     s * t    qTitle II Mandates Auxiliary Aids In the case of Title II of the ADA, as well as Section 504 of the Rehabilitation Act, auxiliary aids must be provided for students attending state funded postsecondary institutions. The protection extends to the rights, remedies and procedures under both laws, except for the removal of federal funding which only applies under Section 504 of the Rehabilitation Act. In the case of students who are deaf or hard of hearing, auxiliary aids would include, but are not limited to: Interpreters, notetakers, real-time transcription, telecommunications devices, and assistive listening devices. r RH  0j ? 3380___PPT10.&Q 0 LD(  d  c $tQD   8  s * t    Under Title II of the ADA, these accommodations must be made unless they would result in requiring  a public entity to take any action that it can demonstrate would result in a fundamental alteration in the nature of a service, program, or activity or would result in undue financial and administrative burdens. So, the burden of proof lies with the postsecondary institution. Proving financial and administrative burdens is extremely difficult, especially financial burden, given that the evaluation will take into consideration the ENTIRE budget of the institution, not just the specific program. H  0j ? 3380___PPT10.uu 0  (   d   c $tQD      s *yt    zfSimilar to Title II, Title III of the ADA, titled  Public Accommodations , extends the reach of Section 504 and requires places of public accommodation be accessible to persons with disabilities. It includes private postsecondary programs. The one caveat is that Title III does not extend to religious programs. HOWEVER, if a private religious college receives federal funds, it must comply with Section 504 of the Rehabilitation Act.H   0j ? 3380___PPT10.^@( 0 8(  d  c $tQD   y  s *yt   y "Just as Title II requires accommodations be made, Title III requires postsecondary institutions to be accessible when such access is  readily achievable. Such access would include modification of policies, procedures and programs where such would not result in a fundamental change in the goods and services. The difference between the two Titles is that under Title III, access must be  readily achievable. Title II must be complied with unless doing so would  create an undue administrative or financial burden. H  0j ? 3380___PPT10.@ ~ 0 w(  d  c $tQD   yk  s *d*yt   y Civil Rights Act (CRA) Amendments Act of 1991. Several cases caused congress to override the US Supreme Court by passing The Civil Rights Act Amendments Act of 1991. The CRA of 1991 amended Title VII of the Civil Rights Act of 1964 and Title I of the Americans with Disabilities Act of 1990 to cover Americans employed by American-owned or American-controlled companies outside the US. The CRA of 1991 is important because it creates precedence for the extension of US Laws abroad. H  0j ? 3380___PPT10.u 0 0$(  $d $ c $tQD   yt $ s *,4yt   y How Have These Laws Been Applied or Interpreted? Let us turn our attention to the laws in the United States that might apply to providing access for students with disabilities who wish to study abroad. H $ 0j ? 3380___PPT10.PYN 0 :2P,(  ,d , c $tQD   y& , s *>yt   y Does US Law Apply Abroad? Neither ADA nor Section 504 have any expressed clear application abroad. There have been many cases filed under civil rights laws such as the Age Discrimination in Employment Act, the Civil Rights Amendments Act, the Rehabilitation Act and the Americans with Disabilities Act. Some decisions have paved the way for application of US law outside the boundaries of the United States and its territories. Clearly, the Civil Rights Act (CRA) Amendments Act and Title I of the Americans with Disabilities Act (ADA) apply in terms of employment, but it remains murky as to whether or not the other titles in the ADA and Rehabilitation Act apply abroad.H , 0j ? 3380___PPT10. ^e 0 tlp4(  4d 4 c $tQD   y` 4 s *Oyt   y pOCR Ruling at St. Scholastica In 1992, the Office for Civil Rights ruled that the College of St. Scholastica, in Duluth, Minnesota, was obligated to provide a sign language interpreter to go abroad with a deaf student. The student was participating in the College s Study Abroad program in Ireland. In the St. Scholastica case, OCR ruled that the Rehabilitation Act applied. It went on to state that the College received federal funds and was, therefore, prohibited from keeping a student with a disability from participating in its programs, including study abroad. 9> D  H 4 0j ? 3380___PPT10.*U. 0 bZ<(  <d < c $tQD   yN < s *payt   y BIn Smith versus the United States, Smith s husband was killed in Antarctica--a sovereignless region without civil tort law of its own. Since Smith s husband was working for a private firm under contract to a federal agency, the petitioner filed this wrongful death action against the United States under the Federal Tort Claims Act (FTCA). The District Court dismissed the complaint for lack of subject matter jurisdiction, holding that the claim was barred by the FTCA's foreign country exception, which states that the statute's waiver of sovereign immunity does not apply to "[a]ny claim arising in a foreign country," 28 U.S.C. 2680(k). The Court of Appeals affirmed.NO um&$X 0n~H < 0j ? 3380___PPT10.pi:! 0 D1(  Dd D c $tQD   y D s *qyt   y In the 2002 case of Stevens v. Premier Cruises, the Eleventh Circuit Court of Appeals ruled in favor of Stevens, who uses a wheelchair. In this decision the Eleventh Circuit Court of Appeals ruled that Title III of the ADA applied extraterritorially in the case of foreign cruise ships that operate in US waters. The Court ruled that the cruise ship must have wheelchair accommodations, including accessible routes, accessible signage, and architectural modifications that included widening doors and accessible cabins.H D 0j ? 3380___PPT10.x$  0   L4 (  Ld L c $tQD   y  L s *}yt   y   OCR Decision at Arizona State University. On December 3, 2001, the Office for Civil Rights ruled that Arizona State University did not have to provide an interpreter for a deaf student who wanted to participate in a study abroad program at the University College, Cork, Ireland. In its letter to the president of Arizona State University, OCR wrote that,  We have concluded that the University s refusal to provide and or pay for interpreter services for the complainant while participating in the Study Abroad Program in Ireland is not prohibited discrimination. When OCR ruled in favor of ASU, the student decided not to participate in the program. It is worthy to note that this program was actually operated by Butler University, not ASU. This MAY have been a factor in the OCR ruling. Further, the decision only addressed a prior court decision in Aramco which ruled that US laws do not apply extraterritorially. Nowhere in this ASU letter was any mention made of the rights and protections provided under the Rehabilitation Act and ADA. (Advocates for Students With Disabilities Concerned About Decision in Study-Abroad Case. Hebel, Sara. Chronicle of Higher Education. December 14, 2001. http://chronicle.com) 6WU>WA H L 0j ? 3380___PPT10. 0 h`T(  Td T c $tQD   yT T s *̜yt   y Bird v. Lewis and Clark College In the Bird case, Judge Goodwin wrote,  students on overseas programs would become the proverbial  floating sanctuaries from authority not unlike stateless vessels on the high seas. In addition, the courts found that since Lewis and Clark received federal monies, it was obligated under Section 504 of the Rehabilitation Act. The court found that even though the program took place overseas, the application of US laws still applied while abroad. This decision echoed the decision made a decade earlier in the St. Scholastica case ruling by OCR.E&% H T 0j ? 3380___PPT10.p 0 \((  \d \ c $tQD   y \ s *Xyt   y Providing an Accessible Study Abroad Program. Let s take a look at what encompasses providing access in a Study Abroad program.H \ 0j ? 3380___PPT10.PYN  0 0d(  dd d c $tQD   y d s *yt   y |hWhat Does  Accessibility Mean? In some situations, for example, the provision of an ASL interpreter may be impossible, while having a captionist or a British Sign Language interpreter in England, may be feasible. To the uninitiated reader, it should be noted that sign language differs from country to country. Moreover, it can vary from region to region in the same country. The sign for  student in Kansas is quite different from the sign for  student in New York, for example. In fact, the American Manual Alphabet differs from the British Manual Alphabet.H d 0j ? 3380___PPT10. Q/! 0 Pl?(  ld l c $tQD   y l s *lyt   y )Creativity is Key In light of differing cultural values and laws, creativity is definitely key when developing accommodations for students with disabilities who want to study abroad. Providing accommodations abroad must be done within a creative context. Auxiliary services for deaf and hard of hearing students may include interpreters, notetakers, assistive listening devices, signal systems (lights), text devices for telecommunications, captioning, speech-to-text services, extended testing time, syllabi in advance and others. H l 0j ? 3380___PPT10.@" 0 JBpt(  td t c $tQD   y6 t s *,yt   y rGetting Creative Historically, Deaf people have always found ways to communicate with other Deaf people from another country. Does the student know the host country s sign language? Does the student possess the English competency necessary to comprehend speech-to-text services? What other creative measures could be taken to assist the deaf or hard of hearing student in her effort to have a successful international education experience?6H t 0j ? 3380___PPT10.0 ?V# 0 |f(  |d | c $tQD   y | s *yt   y PGetting Creative Some other ideas might be: Does the student know the host country s language? If so, would speech-to-text services be sufficient to meet the student s needs? Are there oral interpreters available? Are assistive listening devices available? 2,sH | 0j ? 3380___PPT10.0{h2$ 0 B(  d  c $tQD   y  s *yt   y ,Cultural Considerations Each culture has its own expectations and norms. When a deaf student chooses to study abroad, she must work with her advisors to learn about the new culture and identify ways in which she can fit in. .H  0j ? 3380___PPT10.ڗ% 0 &(  d  c $tQD   y  s *8yt   y fStudent Preparation Now, let us turn our attention to the laws in the United States that might apply to providing access for students with disabilities who wish to study abroad. This section, while geared to the students intending to travel and study abroad, should also be reviewed by campus personnel as they can also glean information from this segment.gTH  0j ? 3380___PPT10.PYN & 0 $  (  d  c $tQD   y  s *t   y dStudent advance preparation is one of the most important aspects of planning and experiencing a positive, enriching international education experience. Some key points for students who are deaf or hard of hearing to remember are: Inform the Study Abroad office that you wish to participate in the program and that you are deaf or hard of hearing. Identify more than one study abroad program that you would like to attend. Bring a letter from an audiologist or doctor explaining your hearing loss. If you have a cochlear implant, be sure that information is included. Keep in mind the letter may need to be translated to your host country s language. While the student definitely wants to present themselves as competent and demonstrate their abilities to succeed, most universities and travel abroad programs do require a letter from an audiologist or physician that explains the student s hearing loss (and other disabilities, if appropriate).  sH  0j ? 3380___PPT10.ЌxA' 0 Q(  d  c $tQD     s * t    ;Still other points for deaf and hard of hearing students to consider and take action include: Identify whether or not speech-to-text services are available in your host country. Are notetakers available? Are assistive listening devices available? (^sH  0j ? 3380___PPT10.U( 0 0e(  d  c $tQD     s *,yt    OStill other miscellaneous points that should be considered include: Electricity varies from one country to another. Bring an adapter. Determine if your text pager will work in your host country. Work closely with your advisor and do as much preparation in advance as possible. sH  0j ? 3380___PPT10.PP) 0 P`(  d  c $tQD     s *$t    JStudent Advance PreparationMiscellaneous Those of us with hearing loss, be it deaf or hard of hearing, know that the world is small, especially the Deaf world. These are organizations that can provide valuable resources. Use the World Federation of the Deaf to identify people who are Deaf and Hard of Hearing in your host country and who could become guides and supports during your stay. Contact the National Association of the Deaf for resources abroad. Contact the Hearing Loss Association of America (formerly Self Help for Hard of Hearing People) for resources abroad. If you get information from any of your inquiries, follow up on the leads. You d be surprised how many people and organizations around the world are eager to help exchange students. (H  0j ? 3380___PPT10. M* 0 p](  d  c $tQD     s *&t    G Health care abroad will likely vary significantly from here in the United States. Students should: Make sure you have sufficient supplies of prescription medications you will need while abroad. Determine if you need to have testing for TB, Polio, HIV/AIDS, or other disease testing and immunizations prior to departure. Verify that the medications you need to take are not on the list of banned substances in your host country. If they are, work with the US Consulate to that country prior to departure to resolve the issue.csH  0j ? 3380___PPT10.P=k+ 0 {(  d  c $tQD     s *Gt    e3The Role of the Travel Abroad and Academic Advisors44H  0j ? 3380___PPT10.PYN, 0 >6(  d  c $tQD   *  s *,Nt    Now let s turn our attention to the role of the Advisors in advance preparation for students who are deaf or hard of hearing studying abroad. Advisors are strongly encouraged to: Encourage early disclosure of deafness or hearing loss. This is important because with this information, appropriate accommodations can be identified. If the student does not reveal his hearing loss, there is no responsibility for the institution to arrange for accommodations. The travel abroad advisor must work closely with the deaf student to identify several options for study abroad. It is important to get the student to identify their priorities for study abroad, such as countries or cultures of interest, courses, cost, or languages.H  0j ? 3380___PPT10.01- 0 (  d  c $tQD      s *^t    Advisors need to remember that the study abroad experience is the student s, not their own. Therefore, advisors must: Encourage early disclosure of deafness or hearing loss. Work closely with the student who is deaf to identify several options for study abroad. Get the student to identify their priorities for study abroad, such as countries or cultures of interest, courses, cost, or languages. Planning early and considering more than one option is essential for any student who would like to participate in a study abroad program. For a student with a hearing loss, early notice will provide additional time to coordinate accommodations. Flexibility in options may be a factor in a successful outcome.H  0j ? 3380___PPT10. ?x . 0 (  d  c $tQD     s *rt    r^Determining a student s accommodation needs and matching those with the proper international institution can prove daunting. The University of Minnesota has an exemplary survey that can be most helpful to the advisor. In addition, it is important for the advisor to encourage the student to attend all preparatory programming prior to departure. Advisors also need to determine cost of accommodations. In making these determinations, various scenarios can be explored. For example, what would the cost of speech-to-text services be if said services are purchased in the host country? Then compare what the cost would be to send an institution speech-to-text staff member. And what would it cost to set up services remotely using telephone or internet lines? Some service providers are eager to have experiences abroad and will barter their services for a lower cost in exchange for travel, room and board, etc. Again, creativity is the key. H  0j ? 3380___PPT10.PT^/ 0 &(  d  c $tQD     s *lt    Advisors can make the planning and implementation of a study abroad program for a deaf student easier if he works closely with the host institution and shares all appropriate information so the institution is not caught unaware of the deaf student s hearing loss. The advisor should also design pre-departure information for the student and make certain this information is also shared with the host institution. Remember, in order to share this information, a student will need to have signed a release form. H  0j ? 3380___PPT10.YS0 0 0c(  d  c $tQD     s *Єt    M9Now, let us turn our attention to financial issues that may arise with students who are deaf or hard of hearing and wish to study abroad. As reviewed earlier, the Americans with Disabilities Act of 1990 (ADA) clearly states that an individual with a disability is not responsible for the cost of accommodations. H  0j ? 3380___PPT10.PYNu1 0 P(  d  c $tQD     s *,t    o[Some students with disabilities come to college with the ability to draw Supplemental Security Income. Students who study abroad can often maintain this source of income. The Social Security Handbook states: "A student of any age may be eligible for Supplementary Security Income (SSI) benefits while temporarily outside the U.S. for the purpose of conducting studies that are not available in the U.S., are sponsored by an educational institution in the U.S., and are designed to enhance the student's ability to engage in gainful employment. Such a student must have been eligible to receive an SSI benefit for the month preceding the first full month outside the U.S." This may seem that the student uses SSI to pay for access. In reality, SSI and VR are ways that the student may fund college and its related expenses such as housing, food, books, etc. H  0j ? 3380___PPT10.+;2 0 nfp(  d  c $tQD   Z  s *t    Students who wish to continue receiving SSI benefits must ensure that: The international exchange course of study is not available to you in the U.S. The study abroad program is sponsored by a school in the U.S.H  0j ? 3380___PPT10.p3 0 (  d  c $tQD      s *xt    _In petitioning the Social Security Administration for continuance of SSI benefits, students should emphasize: Participation is critical to your educational and vocational success. You are eligible for SSI for the one month immediately prior to leaving the U.S. You will earn academic credits towards your high school or college degree while abroad. _s`H  0j ? 3380___PPT10.˗F4 0 V(  d  c $tQD     s * t    @,Every state has an office of Vocational Rehabilitation (VR). VR may provide support for students with disabilities as they pursue training or education in preparation for employment. Many students who are deaf and hard of hearing are the beneficiaries of Vocational Rehabilitation services. Some students who are deaf and hard of hearing will be eligible for VR funding while studying abroad. Work with your VR counselor to include study abroad in your rehabilitation plan. Stress that study abroad will enhance your employability once you have graduated. H  0j ? 3380___PPT10.@/5 0 >6 (   d   c $tQD   *   s *̾t    Although policies and practices vary among states, there have been some situations in which a state VR office has supported a student during studies abroad. Among them: Tuition and room/board for a student who is Deaf to study Spanish for one semester in Costa Rica, and for one month of summer school in Mexico . The program fee for a student who is blind participating in a summer educational program in Costa Rica. H   0j ? 3380___PPT10.G6 0 (  d  c $tQD     s *x؂t    ^General Study Abroad Resources The following slides list numerous resources for developing and providing accessibility for students who are deaf or hard of hearing, or who have another disability, and wish to study abroad. While extensive, the list is not exhaustive. Users are encouraged to follow links on these websites to glean further resources._AH  0j ? 3380___PPT10.p8I^9 0  0$(  $d $ c $tQD    $ s *pt    yResources. There are many resources available for both advisors and students who are involved with study abroad programs.H $ 0j ? 3380___PPT10.PYNJK 0  `p(  pd p c $tQD    p s *(t K   pThe Postsecondary Education Consortium (PEC) is a federally-funded project located in the Center on Deafness at the University of Tennessee, Knoxville. It is one of four Postsecondary Education Regional Technical Assistance Centers funded by the US Department of Education. PEC is a consortium of state outreach and technical assistance centers which are housed at postsecondary programs serving students who are deaf or hard of hearing. The mission of the Consortium is to enhance learning environments that empower these individuals. PEC promotes quality programs and services through innovative practices and outreach. H p 0j ? ̙33L 0 wox(  xd x c $tQD   c x s *t K   PEPNet, the Postsecondary Education Programs Network, is the national collaboration of the four Regional Postsecondary Education Centers for Individuals who are Deaf and Hard of Hearing. The Centers are supported by contracts with the U.S. Department of Education, Office of Special Education and Rehabilitative Services. The goal of PEPNet is to assist postsecondary institutions across the nation to attract and effectively serve individuals who are Deaf and Hard of Hearing.H x 0j ? ̙33Q 0 D<(  d  c $tQD   0  s * t    ~Study Abroad Expenses Examples of Past VR Funding. VR has funded a number of types of expenses for students with disabilities who study abroad. Among them: Rental of a golf cart for transportation for a student using a wheelchair on a large university campus in Australia. Tuition, housing, fees and books for a student who has a visual impairment to study for a year in England. $2 LH  0j ? 3380___PPT10.GR 0 bZp (  d  c $tQD   N  s *t    General Study Abroad Resources http://www.nafsa.org NAFSA: Association of International Educators promotes the exchange of students and scholars to and from the United States. http://www.transabroad.com For over 20 years, Transitions Abroad has worked to provide readers with a carefully selected collection of resources for the independent minded traveler through the publication of directories and Transitions Abroad magazine. Student article submissions are welcome.Dn  <  X 03X 0H  0j ? 3380___PPT10.p8I^4 0  D(  ^  S tPD     c $t    :Postsecondary Education Abroad: Optimizing the International Postsecondary Experience for Students Who are Deaf and Hard of Hearing. This training was developed by the Postsecondary Education Consortium for PEPNet, the Postsecondary Education Programs Network.gH  0j ? 3380___PPT10.1#zM 0 vn0 (  ^  S tPD   h  c $t    Let s look at an Overview of Study Abroad Programs. Keep in mind there are different kinds of study abroad programs.H  0j ? 3380___PPT10.1i|2tV 0 P (  ^  S tPD     c $$(t    zDWho runs the Study Abroad Program? Study Abroad programs frequently are administered by the student s institution; However, there are international programs which originate as part of an organized consortium, not the student s institution. For example, in a case that is discussed later in this training, Butler University administered the Study Abroad program that an Arizona State University student participated in.H  0j ? 3380___PPT10.1pDO 0 ` T(  ^  S tPD     c $P3t    J6Working with Students Who are Deaf or Hard of Hearing.H  0j ? 3380___PPT10.1` P 0 4,p (  ^  S tPD   &  c $:t    Are There Any United States Laws That Address Access in Study Abroad Programs? What are the laws of the United States regarding civil rights, disabilities and access?H  0j ? 3380___PPT10.1EHW 0  X(  ^  S tPD     c $XBt    N:Here s a tip: What works for one student will not necessarily work for others. The important thing is to ensure that effective communication is transpiring. H  0j ? 3380___PPT10.p9@aQX 0 nf  (   ^   S tPD   `   c $Jt    The ability to communicate through means other than spoken words may be an advantage to the deaf or hard of hearing student. Hearing students in the group may not be as willing or comfortable using body language to communicate needs and issues. Attitudes and cultural norms will often be different. For example, a deaf student who was studying in South Africa did not greet her host family verbally each morning as was custom in South Africa. The host family was offended. The student was from a deaf family that did not speak and only greeted one another with a smile and wave. Once this conflict was identified, it was easily resolved. The student verbally greeted the host family and the relationship with her host family improved. H   0j ? 3380___PPT10.r9 G9FY 0  (V(  (^ ( S tPD    ( c $Rt    LIdentify whether or not ASL sign language interpreters are available. Determine with your study abroad advisor whether your institution will provide you with funding for an interpreter, whether the interpreter is from the US or the host country. What about remote services? sH ( 0j ? 3380___PPT10.t9%&,8 0  ,<(  ,^ , S tPD    , c $ kt    2General Study Abroad Resources http://www.iiepassport.org IIE Passport, a non-profit website, is a free service offered by the Institute for International Education. Users can search a study abroad database of 5,000 program listings for programs based on a variety of criteria. Web and e-mail links are provided for every entry. http://www.studentadvantage.com Student Advantage.com: This website presents a collection of articles and student perspectives on what study abroad is all about, including culture shock and lessons learned. :sMV X 09X 0MmH , 0j ? 3380___PPT10.~9ݍG`= 0  0p(  0^ 0 S tPD    0 c $t    fbDisability Resources http://disserv3.stu.umn.edu/index2.html University of Minnesota Disability Services: The mission of UMDS is to be a catalyst for ensuring equal learning and working opportunities for disabled students, faculty, staff, and guests by increasing the capacity of communities to eliminate physical, programmatic, policy, informational, and attitudinal barriers. http://www.ahead.org AHEAD: The Association on Higher Education and Disability is an international, multicultural organization of professionals committed to full participation in higher education for persons with disabilities. NMs{2'@ X 0<X 0|H 0 0j ? 3380___PPT10.~9`aE`G> 0  4W(  4^ 4 S tPD    4 c $t    MDisability Resources http://www.ldanatl.org The Learning Disabilities Association of America is a national, non-profit organization that seeks to advance the education and general welfare of children and adults with learning disabilities through advocacy, education, research and service, and collaborative efforts. http://disserv3.stu.umn.edu/COL/index.html University of Minnesota Careers On-Line provides job search and employment information to people with disabilities through accessible, up-to-date computer networks, on the Internet. http://members.aol.com/WorkableUK/ Workable works to raise awareness among employers in the U.K. that disabled people can be excellent employees and outstanding performers. rsV"T*X 0+X 0?iX 0$FH 4 0j ? 3380___PPT10.~9Pp? 0  0 8(  8^ 8 S tPD    8 c $(t    zInternational Disability Resources http://www.wfdeaf.org/ World Federation of the Deaf: Established in Rome, Italy, in 1951, WFD is an international, non-governmental central organization of national associations of Deaf people, with a current membership of associations in 127 countries worldwide. WFD s philosophy is one of equality, human rights and respect for all people, regardless of race, nationality, religion, gender, sexual preference, age and all other differences. www.nad.org National Association of the Deaf. The National Association of the Deaf was established in 1880 in Cincinnati, Ohio. TheNADhas a long history of defending the rights of deaf and hard of hearing people. N#s#N# X 0#9X 0H 8 0j ? 3380___PPT10.~9`_x@ 0 @ <(  <^ < S tPD    < c $lŃt    ~TInternational Disability Resources www.hearingloss.org Self Help for Hard of Hearing People is the US s largest organization for people with hearing loss. SHHH exists to open the world of communication for people with hearing loss through information, education, advocacy and support. www.alda.org ALDA (The Association of Late-Deafened Adults, Inc.) was formed in Chicago, Illinois in 1987. ALDA's membership is international in scope. ALDA works collaboratively with other organizations around the world serving the needs of late-deafened people. h*s">$ aX 0$7X 0 ,H < 0j ? 3380___PPT10.~9`%A 0 :2P @(  @^ @ S tPD   , @ c $ڃt    ^International Disability Resources http://www.miusa.org Mobility International USA The mission of Mobility International USA (MIUSA) is to empower people with disabilities around the world through international exchange, information, technical assistance and training, to ensure the inclusion of people with disabilities in international exchange and development programs. www.umnabroad.umn.edu/access University of Minnesota. This site provides tremendous resources for planning study abroad. http://www.access-able.com Access-Able Travel Source Provides access information to disabled travelers. `#;s#T{jN# A`QX 0#7X 0xX 0H @ 0j ? 3380___PPT10.~9T 0 D<` D(  D^ D S tPD   6 D c $t    8International Disability Resources http://www.geocities.com/Paris/1502 Global Access. This travel network is a forum for disabled travelers to share their experiences. Find travel tips and articles on a wide variety of destinations. If you have traveled with a disability, submit your own story to this site. F#s#X 0#FH D 0j ? 3380___PPT10.~9`.ʩB 0 IAp H(  H^ H S tPD   ; H c $t    International Disability Resources http://www.abilityinfo.com Disability Information for Students. Of particular interest is this sites International Disability News Ticker, with links to news stories on disability from around the world. http://www.state.gov/www/global/human_rights/hrp_reports_mainhp.html Country Reports on Human Rights Practices. The Country Reports on Human Rights Practices are submitted annually by the U.S. Department of State to the U.S. Congress. They cover internationally recognized individual, civil, political, and worker rights as set forth in the Universal Declaration of Human Rights, and include summaries of policies toward individuals with disabilities. `#s#g%A4#DX 0#=X 05H H 0j ? 3380___PPT10.~9ܴC 0 ia L(  L^ L S tPD   [ L c $t    International Disability Resources http://www.cdc.gov/travel Travelers' Health (Centers for Disease Control and Prevention) provides health information for travel to different geographic regions, including health risks and vaccination recommendations. http://www.sentex.net/~iamat The International Association for Medical Assistance to Travelers can provide a directory of English-speaking doctors in 500 cities in 120 countries and other health information as well. N#s#D# X 0#<X 0H L 0j ? 3380___PPT10.~9D 0 .& P(  P^ P S tPD     P c $5t    Financial Resources http://www.miusa.org/participant/finaid.html Financial Aid for International Exchange and Disability. This handout published by Mobility International USA explains how it may be possible to use Supplementary Security Income or Vocational Rehabilitation Funding toward study abroad. http://www.isep.org/scholarship ISEP DeWitt-Wallace Scholarships. The International Student Exchange Program is offering travel grants targeted to students who show potential for future leadership positions and a commitment to serve in their community, and who come from groups not traditionally represented in study abroad, including students with disabilities. NsmD%  OX 0@X 01PH P 0j ? 3380___PPT10.~9p\U 0  Tl(  T^ T S tPD    T c $PCt    bFinancial Resources http://www.rotary.org/programs/amb_scho/ Rotary Foundation Ambassadorial Scholarships. Persons with disabilities are eligible and encouraged to apply for Rotary Foundation Ambassadorial Scholarships for study at an institution in another country. Mobility International USA founder, Susan Sygall, started her international exchange experiences through a Rotary Scholarship. <xsxF OX 0<H T 0j ? 3380___PPT10.~9'E 0 qi X(  X^ X S tPD   c X c $,Ut    SOther Resources http://babelfish.altavista.com/ Translates German/French/English &TC*%X 0/H X 0j ? 3380___PPT10.~9PsYS 0  \i(  \^ \ S tPD    \ c $bt    _/Resources Used in Developing this Presentation 00H \ 0j ? 3380___PPT10.~9\F 0  `l(  `^ ` S tPD    ` c $nt    b*Arranging for Sign Language Interpretation Abroad: A Disability Service Provider Perspective. Keen, K. Institute of International Education Network Column: Widening the Circle.2003. http://www.iienetwork.org/?p=29258 Attitudes of College Students Toward Study Abroad: Implications for Disability Service Providers. Mathews, P.R., Hameister, B.G. & Hosley, N.S. Journal of Postsecondary Education and Disability, 13(2), 67-77/ [R] 1998 Disability & Study Abroad. The University of Colorado. http://www.colorado.edu/OIE/StudyAbroad/disabilityinfo.html.L+s]azWht  4X 0X 0)H ` 0j ? 3380___PPT10.9pڲH 0  d(  d^ d S tPD    d c $0t    fMobility International USA. The mission of Mobility International USA (MIUSA) is to empower people with disabilities around the world through international exchange, information, technical assistance and training, to ensure the inclusion of people with disabilities in international exchange and development programs. http://www.miusa.org University of Minnesota. This site provides tremendous resources for planning study abroad for students with disabilities. www.umnabroad.umn.edu/access PEPNet: Postsecondary Education Network s Listserv. www.pepnet.org &4s1N> ~7X 0>RX 0X 0#1H d 0j ? 3380___PPT10.9p)eI 0  hu(  h^ h S tPD    h c $<{t    kCThe Presumption Against Extraterritoriality As Applied to Disability Discrimination Laws: Where Does It Leave Students with Disabilities Studying Abroad? Kanter, Arlene S. Stanford Policy & Law Review 14:2, 2003. Study Abroad Suggested Procedures for MSU Students with Disabilities. Chalou, C. Michigan State University Resource Center for Persons with Disabilities (RCPD) and Office of Study Abroad (OSA). http://studyabroad.msu.edu The University of Washington Do-It Center, International/ Travel Programs www.washington.edu/doit/Faculty/Strategies/Academic/International LAs<F'X|vMAX 0X 0@H h 0j ? 3380___PPT10.90 J 0 d\ l(  l^ l S tPD   V l c $ t    This presentation was developed for PEC by: Sharaine J. Roberts, MSW Consultant & Trainer Thornton, CO Email: sharaine02@comcast.net &,Ze H l 0j ? 3380___PPT10.9`c0[] 0  k(  ^  S tPD     c $زt    ahttp://www.uno.edu/~trac/ The University of New Orleans Training, Resource, and Assistive-technology Center (TRAC) has a number of international initiatives related to disability. In collaboration with the Catholic University of Leuven, Belgium, they have published guides to accessible university programs in Canada, the United States and Europe. In addition, TRAC organizes the International Conference on Higher Education and Disability every three years. s"X 0H  0j ? 3380___PPT10.1T0\\ 0  (  ^  S tPD     c $t    General Study Abroad Resources www.skill.org.uk Skill: National Bureau for Students with Disabilities promotes opportunities in higher education across the UK for students with disabilities. VsX 0/H  0j ? 3380___PPT10.1T#[ 0  (  ^  S tPD     c $օt    General Study Abroad Resources http://www.studyabroad.com This on-line division of Educational Directories Unlimited, Inc., provides one of the largest study abroad information resources on the World Wide Web, with listings of thousands of international programs in more than 100 countries. http://www.international.psu.edu/ieps Pennsylvania State University's International Education Programs & Studies office is responsible for the development, implementation, and operation of undergraduate international programs offered on behalf of the University for regular academic credit. An Access Abroad partner encouraging study abroad for students with disabilities. Hswn~<SX 09X 0&KH  0j ? 3380___PPT10.1TrNkPpwV{&8X0D\AQjԼ_Cbx7f : i7" <*k 5/14T7 :AfDGL]QSUZ#]&`aclt|ςay' ߵ0&c"2/ ?"'0,j/3< @jCKPRPZavkqtlzb} W\crmP':O9<I#_W]٫%e-1o'u`|> @4WX8I%,s?x $ 1Oh+'0U   , 8 DPXSlide 1Marcia Kay Jursik145Microsoft PowerPoint@ %P@@bP@@Y-(GSg  )'    """)))UUUMMMBBB999|PP3f333f3333f3ffffff3f̙3ff333f333333333f33333333f33f3ff3f3f3f3333f33̙33333f333333f3333f3ffffff3f33ff3f3f3f3fff3ffffffffff3ffff̙fff3fffff3fff333f3f3ff3ff33f̙̙3̙ff̙̙̙3f̙3f333f3333f3ffffff3f̙3f3f3f333f3333f3ffffff3f̙3f3ffffffffff!___www4'A x(xKʦ """)))UUUMMMBBB999|PP3f3333f333ff3fffff3f3f̙f3333f3333333333f3333333f3f33ff3f3f3f3333f3333333f3̙33333f333ff3ffffff3f33f3ff3f3f3ffff3fffffffff3fffffff3f̙ffff3ff333f3ff33fff33f3ff̙3f3f3333f333ff3fffff̙̙3̙f̙̙̙3f̙3f3f3333f333ff3fffff3f3f̙3ffffffffff!___wwwTitle II of the ADA & Section 504 of the Rehabilitation ActTitle II Public Services!Title II Mandates Auxiliary Aids(Auxiliary Aids Must Be Provided Unless"Title III Public Accommodations Slide 24/Civil Rights Act (CRA) Amendments Act of 19911How Have These Laws Been Applied or Interpreted?Does US Law Apply Abroad?OCR Ruling at St. ScholasticaSmith v. United States Stevens v. Premier Cruises 2002*OCR Decision at Arizona State University Bird v. Lewis and Clark College-Providing an Accessible Study Abroad Program What Does Accessibility Mean?Creativity is KeyTIPGetting CreativeGetting CreativeCultural ConsiderationsCultural ConsiderationsStudent PreparationStudent Advance PreparationStudent Advance PreparationStudent Advance Preparation+Student Advance Preparation Medical Issues*Student Advance Preparation Miscellaneous*Student Advance Preparation Miscellaneous4The Role of the Travel Abroad and Academic AdvisorsAdvisor Advance PreparationAdvisor Advance PreparationAdvisor Advance PreparationAdvisor Advance PreparationFinancial IssuesSupplemental Security IncomePHow Can Students Continue to Receive Supplemental Security Income While Abroad?BPetition for Continuance of Supplemental Security Income BenefitsVocational Rehabilitation4Study Abroad Expenses Examples of Past VR Funding 4Study Abroad Expenses Examples of Past VR Funding Questions? Resources General Study Abroad Resources General Study Abroad Resources General Study Abroad Resources General Study Abroad ResourcesGeneral Study Abroad ResourcesDisability Resources Disability Resources#International Disability Resources#International Disability Resources$International Disability Resources $International Disability Resources #International Disability Resources#International Disability Resources#International Disability ResourcesFinancial Resources Financial Resources Other Resources0Resources Used in Developing this Presentation Slide 80 Slide 81 Slide 82 Slide 83 Slide 84*Postsecondary Education Consortium (PEC)PEC: A Member of PEPNet  Fonts UsedDesign Template Slide TitlesV(T\ _PID_HLINKS _TemplateIDAFhttp://straylight.law.cornell.edu/supct-cgi/get-usc-cite/28/2680.html#http://www.umabroad.umn.edu/accesshttp://www.iesabroad.org/;http://www.studentadvantage.com/issue/1,1061,c7-i4,00.html(http://disserv3.stu.umn.edu/index2.htmlhttp://www.ahead.org/http://www.ldanatl.org/+http://disserv3.stu.umn.edu/COL/index.html#http://members.aol.com/WorkableUK/http://www.wfdeaf.org/http://www.nad.org/http://www.alda.org/http://www.miusa.org/$http://www.umnabroad.umn.edu/accesshttp://www.access-able.com/http://www.abilityinfo.com/http://www.cdc.gov/travel-http://www.miusa.org/participant/finaid.html http://www.isep.org/scholarship http://babelfish.altavista.com/#http://www.iienetwork.org/?p=29258http://www.iiepassport.org/http://www.nafsa.org/http://www.umabroad.umn.edu/http://www.transabroad.com/http://www.shhh.org/http://www.sentex.net/~iamat$http://www.geocities.com/Paris/1502Ehttp://www.state.gov/www/global/human_rights/hrp_reports_mainhp.html)http://www.rotary.org/programs/amb_scho/http://www.miusa.org/http://sunsite.utk.edu/cod/pechttp://www.pepnet.org/http://www.chronicle.com/<http://www.colorado.edu/OIE/StudyAbroad/disabilityinfo.htmlhttp://www.pepnet.org/Ihttp://www.washington.edu/doit/Faculty/Strategies/Academic/Internationalhttp://www.janejarrow.com/$http://www.umnabroad.umn.edu/accesshttp://studyabroad.msu.edu/http://www.studyabroad.com/&http://www.international.psu.edu/iepshttp://www.skill.org.uk/http://www.uno.edu/~trac/TC010900251033"_' 0Kay JursikKay Jursik  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root EntrydO)Pictures/BCurrent UserSummaryInformation(8UPowerPoint Document(?'DocumentSummaryInformation8#