The Impact of Short Term Study Abroad on the  Identity Development of College Students with Learning Disabilities and/or AD/HD

Abstract

This article explores the identity changes that college students with LD and/or AD/HD report after participating in a short-term study abroad program. The reflections of thirteen short-term study abroad participants, all of whom have been diagnosed with LD and/or AD/HD are presented. Particular attention is focused on the ways in which these identity changes impacted the students as learners and the factors unique to short-term study abroad that facilitated those identity changes. It concludes by proposing a model of identity development for students with LD and/or AD/HD and recommends methods for greater inclusion of students with LD and/or AD/HD in short-term study abroad programs. We hope that our findings will help to reframe notions about the ability and adaptability of students with LD and/or AD/HD, lower current barriers to participation in study abroad for students with LD and/or AD/HD, and contribute to the dynamic discussion currently underway about study abroad and student outcomes.

Holistic Education through Athletics: Health and Health-Literacy of Intercollegiate Athletes and Active Undergraduate Students

“…ELT has also been used in association with specific student sub-populations such as hospitality students and Latinos (Hsu, 1999;Teranishi, 2007) and with the impact of education experiences encountered by college students (e.g. study abroad) (Shames & Alden, 2005;Younes & Asay, 2003). Experiential learning and metadiscrete experiential learning models have been extensively researched as effective methods of sport management education (Bruening, Madsen, Evanovich, & Fuller, 2010;Hardin, Bemiller, & Pate, 2013;Irwin, Hays & Irwin, 2011;McKelvey & Southall, 2008;Pauline, 2013;Pauline & Pauline, 2008;Pierce, & Petersen, 2010;Southall, Nagel, LeGrande, & Han, 2003;Spence, Hess, McDonald, & Sheehan, 2009;Walker & Lim, 2007), but there is a lack of literature applying the theory to education through athletics.…”

“I think it would be easier for Chinese ethnic minorities to find themselves as a minority if they go abroad”: Chinese Minzu individuals’ identity and the study abroad experience

“…Researchers have concentrated on various aspects of identity and participation in study abroad research (Kinginger, 2013). For instance, Shames and Alden (2005) have examined the impact of short-term study abroad on the identity changes of students with learning disabilities and/or ADHD. Murray Brux and Fry (2010) explain that students of colour rarely participate in study abroad programmes because of financial and administrative issues.…”

Introduction: A Virtual Issue on Diversity and Inclusion in Education Abroad

“…The 11 articles we selected explore the intersection of race and/or gender (Landau & Moore, 2001;Twombly, 1995;Willis, 2015), sexual orientation (Bryant & Soria, 2015), (dis)ability (Shames & Alden, 2005), undocumented status (Butler et al, 2018), and/or outcomes among underrepresented students including academic (Sutton & Rubin, 2004), identity (Lee & Green, 2016), and spiritual (Dinani, 2018). We have also included two pieces that are relevant due to their capacity to shape practice in the field in terms of inclusive excellence overall (Sweeny 2013) and through a specific case example (Onyenekwu, Angeli, Pinto, & Douglas, 2017).…”