Universal Design and Study Abroad: (Re-)Designing Programs for Access

Abstract

This article provides study abroad programs with a new and innovative way to create a more responsive overseas context for the growing range of students studying abroad. By utilizing the Access Assessment Survey to consider ways to meet the needs of students with various functional differences, U.S. institutions and overseas providers can identify the program modifications and design changes required to benefit a variety of student learning and living needs. In order for study abroad to be an integral part of the U.S. student’s academic experience and, in this process, help to create informed citizens, it must be accessible to many different learners. Identifying and addressing the needs of students with functional differences is an important step in this direction.