Supporting Accessibility and Inclusion in Study Abroad and Experiential Learning Contexts

Given the prominent role that study abroad and hands-on, experiential learning often have in our field, at this juncture there is a need for more dialogue about supporting accessibility and inclusion in such environments, where those issues can take on a heightened poignancy or immediacy. Indeed, as much as they can provide excitement and inspiration, experiences that transcend the boundaries of the traditional classroom space also have the distinct potential to leave some students feeling marginalized or outright excluded, and/or academically disadvantaged. Reflecting upon my own experiences teaching in such contexts, in this presentation I identify some key considerations and make some recommendations intended to promote accessibility, inclusion, and social justice while also fostering academic and intellectual enrichment for all participants.

Examining an array of considerations, I give particular attention to supporting and including students with mobility impairments, students of diverse gender identities, and neurodiverse students. Sharing my own observations along with anonymous testimonial statements from students who have agreed to share their perspectives, I aim to bring greater awareness to some of the particular challenges that such students may experience while studying abroad or learning on-site in places like Italy and Greece. Incorporating principles of universal design (Sonenson and Cordano 2009) and other principles of inclusive teaching, such as “relentless welcome” (Felton 2019; cf. Sathy and Hogan 2022), I offer some specific strategies and suggestions for addressing such challenges; this includes explicitly acknowledging those challenges when initially advertising and promoting study abroad courses/experiences, and talking through those challenges—while also providing resources—prior to the time the experience takes place. Furthermore, I discuss how facilitating opportunities for students to learn about groups that were individuals whom might be considered “neurodiverse” today) can contribute to an environment of inclusivity. When learning on site, where it can become all too easy to simply stand in awe and accept simplistic or sugar-coated narratives about the ancient world (e.g. the “Greek miracle”), these kinds of conversations can take on a profound significance and urgency particularly for students of diverse identities.