supporting students with disabilities on study abroad
TRANSCRIPT
Supporting Students with Disabilities on Study
Abroad Programs in Japan and BeyondNACADA 2021 Annual Conference
October 8, 2021
Agenda
-Welcome and introduction
-Study abroad program context
-Higher education disability support services in Japan and the U.S.
-Disability support services and study abroad
-Considerations for advisors
-Q and A
-Closing
PresentersLinda Oshita, Ph.D.
Faculty Advisor
Special Education Department
University of Hawaiʻi at Mānoa
Honolulu, Hawaii, U.S.A.
PresentersTaro Nishiura, M.A.
Counselor
Student Counseling Center
Konan University
Kobe, Hyogo, Japan
Our study abroad experience
Linda Oshita
Visiting faculty resident director (1 year term and a summer term) at Konan University
Advised study abroad students
Taught Japan Studies courses to study abroad students
Our study abroad experience
Taro Nishiura
Provides counseling services (in English, Japanese, and German) to study abroad students and Japanese students at Konan University
Provides consultation and training for international center staff and host families of study abroad students
We define study abroadas university-sponsored
programs that allow students to take classes, earn credits at a partner
university in another country
U.S. Students with Disabilities in Higher Education
Institute of International Education (2021)
A total of 347,099 US students participated in study abroad in 2018-2019
Institute of InInstitute of International Education (2021)
n=36,445
U.S. Study Abroad Students with Disabilities
-The number of students with disabilities who participate in study abroad are increasing every year (Institute of International Education, 2021). [Pre-pandemic]
-This signals the need for an increased awareness in ways advisors can support students with disabilities who want to study abroad.
Konan University
Study Abroad Program
-Year-long (fall and spring semesters), semester-long, and summer program hosted by Konan University in Kobe, Japan
-Participating university students are from various countries worldwide
-Students take a variety of courses, including Japanese language and Japan Studies courses (e.g., history, art, business) in English
-Students live with assigned host families
Konan Study Abroad Student
Profile
(based on 2019-2020, YIJ program)
Konan Program Student Profile (continued)
Konan Program Student Profile (continued)
25% of the students who visited in 2019-2020 self-reported a history of mental health needs
Disability Support Services
Disability Support
Services in the U.S.
-Section 504 of the Vocational and Rehabilitation Act of 1973 (Carl D. Perkins Career and Technical Education Act of 2006) and the Americans with Disabilities Act of 1990 (ADA)
-Recently, definition of disability broadened to include “physical or mental impairment that substantially limits one or more major life activities including learning, reading, and concentrating, thinking” (ADAAA, 2008).
-Institutes of higher education (IHE) that receive federal funding must provide access and reasonable accommodations to students who are eligible.
Typical IHE DSS Process in US
DSSO Determines Eligibility
-Course instructors are notified of accommodations student requires, as needed
-Services are arranged and provided.
Student Contacts DSSO
-Student initiates contact
-Student may need to submit required documentation
-Self report-Medical, educational, or
other types of supporting documentation
DSSO Reviews Request
-DSSO reviews submitted documents and meets with student for discussion about the request.
Disability Support
Services in Japan
- In 2013, the Japanese government passed the Act on the Elimination of Disability Discrimination (AEDD) which prohibits public and private entities from discriminating against people with disabilites.
-Starting in 2016, Japanese public schools and IHEs are required to provide reasonable accommodation to students with disabilities (Boeltzig-Brown, 2017; Kondo, Takahashi, & Shirasawa, 2015).
-Recent legislation now mandates private universities to provide support services as well
Disability Support
Services in Japan
-Japanese IHEs are working hard to comply with the new AEDD mandate.
-In a recent Japan Student Services Organization (JASSO) survey, approximately 10% of IHEs have a designated DSS office on campus (Boeltzig-Brown, 2017)
-Most campuses rely on faculty and staff to assume DSS responsibilities in addition to their other administrative and teaching responsibilities
Typical IHE DSS Process in Japan
Eligibility is Determined
-Student is notified of the decision
-Relevant faculty and staff are notified
Student Makes Request
-Student initiates contact
-Student is required to submit medical documentation, formal assessments
-Educational documents and other types of information
-Disability Certificate
DSSO Staff Reviews Request
DSSO staff meets with the student and reviews the request
Process of Reasonable Accommodation (Konan Program)
• Student study abroad application form• Health Report Form (Voluntary)
→ Application for Reasonable AccommodationsGather required documents, medication etc.
↓Interview with Resident Director
Staffs and Counselor ↓
・Requests to teachers and host family・Discussion with faculty and the host family
about the disability and characteristics
Home university
in Japan
Advising Considerations
Host Country Laws
Community Life
Campus & Academic Life
Host Country Laws
What is allowable:
-medications (types, amounts)
-service animals
-medical/support devices
-Encourage students to check with the embassy for specific and updated information
-It is recommended that students do their “homework” well in advance
Advising Considerations
for Study Abroad
Students
Campus and Academic Life on Host Campus
-FERPA!
-Campus accessibility, commuting to and from school
-Class format (e.g., large lectures, small group instruction)
-Types of assessment/assignments (e.g., exams, written essays, presentations)
-DSS procedures on host campus
-Have discussions with students regarding why/how disclosure can be beneficial to their experience
Community Life
Living in the local community
-Urban vs. rural setting
-Living situation: homestay, dormitory
-Food, dietary needs
-Access to specialized medical facilities, counseling services (in English)
Typical Scenario We
Want to Avoid
Example: Students already have received reasonable
accommodations in the U.S
↓
Arrive in Japan
・Difficult to provide the “same” accommodation and
understanding as in the U.S.
・International students may be confused or disappointed
Understanding the Cultural Context-Different cultural backgrounds
-Lack of understanding about “reasonable accommodations” on the Japanese side
-Very little communication between both Japan and US departments
-More information about the student is helpful for both university and host families
-Some of the international students tend to avoid to talk about their disabilities or history (e.g., Japan as a place to change)
Understanding the Cultural ContextJapanese culture: more implicit than explicit (not direct but indirect)
The Japanese culturally tend to accept the rules and the will of the others than verbalizing his/her opinion. (This can be said to host mothers/fathers, staff in general)
"Reasonable accommodation" can be perceived by the Japanese as an "order" that should be followed and could lead to unexpected conflicts and misunderstanding.
→ trying to communicate with the Japanese constantly.
Personality of the International Students
-Some of the international students are very introverted and are reluctant to mention their problems or feelings to the host family.
-The personality of the students must be also taken into consideration.
It’s Not Universal
- ASL vs JSL
-Wheelchair sizes
- Academic accommodations
-Student self-advocacy
Conclusion-Help students think proactively about their needs before going abroad.
-Be aware of cultural implications and differences
- Encourage students to connect with DSS services on home and host campus to discuss options and suggestions for their time abroad.
-Advance preparation sets students up for success abroad
The goal for advisors is to help students achieve their goal of a positive and life changing experience abroad!
Questions?
Thank you for listening!
References
Americans with Disabilities Act Amendments Act (ADAAA) of 2008. Pub.L. 110-325, 122 Stat. 3553 (2008). https://www.eeoc.gov/statutes/ada-amendments-act-2008
Boeltzig-Brown, H. (2017). Disability and career services provision for students with disabilities at institutes of higher education in Japan: An overview of key legislation, policies, and practices. Journal of Postsecondary Education and Disability, 30(1), 61-81.
Kondo, T., Takahashi, T., & Shirasawa, M. (2015). Recent progress and future challenges in disability student services in Japan. Journal of Postsecondary Education and Disability, 28(4), 421-431.
Institute of International Education. (2020). Profile of U.S. Study Abroad Students, 2006/07 - 2018/19. Open Doors Report on International Educational Exchange. Retrieved on July 28, 2021, from https://opendoorsdata.org/
U.S. Department of Education. (n.d.). Fast facts: Students with disabilities. National Center for Education Statistics. Retrieved on October 30, 2020, from: https://nces.ed.gov/fastfacts/display.asp?id=60