Postsecondary education programs have increased opportunities for students with and without intellectual disabilities to study abroad as inclusive classes. Using open-coding qualitative techniques, the authors examined an inclusive study abroad group’s daily reflective journals during a study abroad trip to London and Dublin. Three shared categories emerged from analysis: personal development, bonding/social inclusion, and learning from English and Irish adults with intellectual disabilities. Each group reported two distinct categories as well. Students with intellectual disabilities described the importance of mobility/transportation and fun, while their classmates without intellectual disabilities described the importance of inclusive learning and an increasing awareness of barriers to full participation for people with disabilities. Student-constructed categories are used to describe the benefits of inclusive study abroad and build future inclusive international opportunities.
AbbottSMcConkeyR (2006) The barriers to social inclusion as perceived by people with intellectual disabilities. Journal of Intellectual Disabilities10(3): 275–287.
2.
CharmazK (2006) Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. Thousand Oaks: Sage Publications.
3.
DaviesDKStockSEHollowayS. (2010) Evaluating a GPS-based transportation device to support independent bus travel by people with intellectual disability. Intellectual and Developmental Disabilities48(6): 454–463.
4.
DykensESchwenkKMaxwell
. (2006) The sentence completion and three wishes task: windows into the inner lives of people with intellectual disabilities. Journal of Intellectual Disability Research51(8): 588–597.
5.
GlaserBStraussA (1967) The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago: Aldine.
6.
GriffinMMSummerAHMcMillanED. (2012) Attitudes toward including students with intellectual disabilities at college. Journal of Policy and Practice in Intellectual Disability9(4): 234–239.
7.
GroceM (1996) A model of a travel training program: The New York City Board of Education travel training program. NICHY: Transition Summary9: 10–13.
8.
HurstA (1998) Students with disabilities and opportunities to study abroad. Journal of Studies in International Education2(2): 117–129.
9.
Institute of International Education (IIE) (2014) Students with disabilities, 2006/07-2012/13.”Open Doors report on international educational exchange. Available at: http://www.iie.org/opendoors (accessed 20 March 2015).
10.
JohnsonHDouglasJBigbyC. (2012) Social interaction with adults with severe intellectual disability: having fun and hanging out. Journal of Applied Research in Intellectual Disabilities25: 329–341.
11.
JonesMMGobleZ (2012) Creating effective mentoring partnerships for students with intellectual disabilities on campus. Journal of Policy and Practice in Intellectual Disability9: 270–278.
12.
KatzE (2007) Students with disabilities studying abroad. International Educator16: 52–57.
13.
KelleyKRProhnSMWestlingDL (2016) Inclusive study abroad course for college students with and without intellectual disability. Journal of Postsecondary Education and Disability21(1): 91–101.
14.
KishoreTMNagarRK (2008) Mountaineering expedition by persons with intellectual disability: impact on behavior and temperament. Journal of Intellectual Disability12(13): 183–189.
15.
MappSC (2012) Effect of short-term study abroad programs on students cultural adaptability. Journal of Social Work Education48(4): 727–737.
16.
MayC (2012) An investigation of attitude change in inclusive college classes including young adults with an intellectual disability. Journal of Policy and Practice in Intellectual Disability9(4): 240–246.
17.
McConkeyRMcCulloughJ (2006) Holiday breaks for adults with intellectual disabilities living with older carers. Journal of Social Work6(1): 65–79.
18.
McMillanDChavisD (1986) Sense of community: a definition and theory. Journal of Community Psychology14: 6–23.
19.
PerkinsDDFlorinPRichRC. (1990) Participation and the social and physical environment of residential blocks: crime and community context. American Journal of Community Psychology18(1): 83–115.
20.
SalisburyMHAnBPPascarellaET (2013) The effect of study abroad on intercultural competence among undergraduate college students. Journal of Student Affairs Research and Practice50(1): 1–20.
21.
SirgyMJKrugerPSLeeDJ. (2011) How does a travel trip affect tourists life satisfaction?Journal of Travel Research50(3): 261–275.
22.
SnyderTDDillowSA (2013) Digest of Education Statistics 2012 (NCES 2014-015). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
23.
SonesonHMCordanoRJ (2009) Universal design and study abroad: (Re-)designing programs for effectiveness and access. Frontiers: The Interdisciplinary Journal of Study Abroad18: 269–288.
24.
StraussAL (1987) Qualitative Analysis for Social Scientists. New York: Cambridge University Press.
25.
TarrantMARubinDLStonerL (2014) The added value of study abroad: fostering a global citizenry. Journal of Studies in International Education18(2): 141–161.
26.
Think College (2015) College options for people with intellectual disabilities. Available at: http://www.thinkcollege.net/ (accessed 15 March 2015).
27.
TwillSEGuzzoGR (2012) Lessons learned from a disabilities accessible study abroad trip. Journal of Postsecondary Education and Disability25(1): 81–86.
28.
WestlingDLKelleyKRCainB. (2013) College students attitudes about an inclusive postsecondary education program for individuals with an intellectual disability. Education and Training in Autism and Developmental Disabilities48(3): 306–319.
29.
YauMKMcKercherBPackerTL (2004) Traveling with a disability: more than an access Issue. Annals of Tourism Research51(4): 946–960.
