Date of Award

Spring 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education Policy, Planning, and Administration

Committee Chairperson

Heather Schugar, Ph.D.

Committee Member

Israel Sánz-Sanchez, Ph.D.

Committee Member

Claire Dente, Ph.D.

Abstract

This research explores the accessibility of study abroad programs for college students with Autism Spectrum Disorder (ASD). It aimed to fill a significant gap in the current international education landscape. Despite considerable progress towards inclusive study abroad for underrepresented groups, individuals with disabilities face limited opportunities due to perceptions of students’ capabilities while studying abroad. This research used a case study design to gather qualitative data from students who participated in short-term, sensory-friendly cultural immersion study abroad programs. Participants noted that accessibility, support, and decision making happened three times during their study abroad program: (a) pre-departure, (b) while abroad, and (c) post-program. During the pre-departure phase, participants cited that (a) packing lists, (b) cultural preparation, (c) transparent itineraries, and (d) communication were imperative to their success abroad. Participants then noted four significant aspects to provide access and meet their needs while abroad: (a) travel and transportation, (b) food, (c) following the itinerary, and (d) overstimulation. Post-program, participants were able to share: (a) prior knowledge, (b) growth and advocacy, and (c) feedback for the future. The results provided valuable insights into the lived experiences of neurodiverse students, which international educators can use to enhance program accessibility and student support.

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