Does your student want to study abroad? GREAT! This guide has some questions for your student to think about before deciding on a study abroad site! Review important considerations, specific to students with disabilities, for traveling abroad and discuss these with your student. Have your student complete the Study Abroad Checklist once they have committed to studying abroad to be sure they are prepared!

Study Abroad Considerations

• What kind of instruction takes place at the university? Is it mostly seminars, lectures, independent work, group work, projects, research, etc.?
• How do the assignments at the university abroad compare to the assignments at your home institution?
• What are the housing options? Will you have the option of living in a residence hall, in an apartment, or with a host family?
• Will your housing be accessible?
• How will you eat? Do you need to cook? Will meals be provided?
• What are the primary modes of transportation? Do people get around in cars, bicycles, trains, buses?
• Does the university provide accommodations? If so, what kind of documentation must you provide (if necessary)?
• What are the physical environments of the location? Is it metropolitan, rural, etc.?
• What kind of instruction takes place at the university? Is it mostly seminars, lectures, independent work, group work, projects, research, etc.?
•  What are the cultural perceptions of   persons with disabilities?
• Do you have friends with disabilities who have studied or traveled abroad? Have you asked them about their experiences in certain countries?
• How much time do you plan to stay? What are your available finances? Is financial aid covering expenses? Are there fees and additional costs such as airfare and international health insurance?
• What is the political climate? Is it safe? Is the country on the State Department’s “Travel Warnings” list? Check the State Department website to find out.
• Have you thought about what you hope to gain from the experience?
• Will the experience contribute to your academic career goals? Will you receive credit from courses taken abroad?
• Will the program provide support, orientation, language training, and visa assistance?

Study Abroad Checklist

1.  GET STARTED! You should begin planning for your study abroad trip AT LEAST 9 to 12 months in advance.
2. Where do you want to go? Visit the UConn Study Abroad office website to explore program options.
3. Will you get academic credit? Visit Academic Credit Policies on the Experiential Global Learning website. You should also make an appointment with your disability service provider (DSP) at the CSD to talk about your plans.
4. When you have narrowed down program options, visit the State Department website for country “fact sheets” for country specific information.
5. Once you know what program interests you, pay attention to the costs and application requirements. Follow the detailed directions on the UConn Study Abroad website to apply to a program.
6. Are you on financial aid? If you are on financial aid, make an appointment with a financial aid advisor to find out if they cover the costs. To find study abroad information about financial aid, visit the financial aid website.
7. If you don’t already have a passport or if yours is expired, you need to apply for your passport through the State Department website. More information about how this process can be found on the UConn Study Abroad website. Next, you need to apply for your visa. What is a “visa?” A visa is a permit to enter a certain country. In most cases, it is stamped onto a blank page in your passport. It’s just as important as the passport. Plan ahead! Start this process as early as possible. Some countries are very picky about rules and requirements. Each country varies widely on the requirements for a student visa and the length of time it takes to acquire the visa.  Sometimes it will take a few weeks. On the other hand, it might take a few months. Click on the State Department website to find out more about visas and country requirements. Here’s the part that requires a lot of time and effort. Make an appointment at the embassy/consulate for your country to get your visa. Click here to find foreign consulate offices and consular officers to plan your visit. Make sure you have all of the required documents before coming to the embassy/consulate. Otherwise, they will decline your application and you will have to go home and come back another day!  The office might be a long way from home, so be very prepared in advance. Bring extra photocopies of all documents. Go early for your appointment at the embassy/consulate to avoid being asked to reschedule.
8. What you should definitely do is apply for your International Student Identification Card (ISICs). Your International Student Identification Card is the only card that is universally recognized. You can also receive discounts on travel (flights, buses, and trains) as well as at museums! You can apply for an ISIC at the UConn Study Abroad Office. It’s easy! All you need is the ISIC application, a passport sized photograph, $22 in cash, and proof of student status for the current academic year. This can include a student id, a copy of your current class schedule, or a tuition receipt.
9. You’ll probably have to buy your own plane ticket. Some UConn round-trip tickets are included in the program cost. Check the budget sheets in your program brochure to find out if you have to pay extra. You can find them at the UConn Study Abroad website. Group flight arrangements are made through the Study Abroad Office.
10. You’ll need to go shopping while abroad. Apply for a credit card that is universally recognized around the world (most likely Mastercard or VISA).
11. Check online to find the nearest location to get exchange currency for local cash. Ask for small bills. It is recommended that you carry at least the equivalent of $200 in cash. Important! Call your bank to inform them that you will be withdrawing money and making purchases abroad. This will ensure that your card does not get shut off and you do not want that to happen! Also, make sure that your atm card will work in your host country. You can ask your bank for more information.
12. If required, get a comprehensive physical, vaccines and immunizations. The UConn Travel Clinic provides information about vaccines and immunizations that are required around the world. You might have to include your medical record in your study abroad package. Keep it with you.
13. You’re almost there! Book your flight. It is important that you arrive on the date in your acceptance packet. In the event that you cannot arrive on that date, immediately submit a written explanation of your reasons to the Study Abroad Office. The Study Abroad Office strongly encourages you to purchase a refundable ticket, because you will NOT get your money back if the program is cancelled or the dates of the program change.
14. Stock up on prescription medication. Have a doctor’s note that authorizes their use and refills. Make sure that the over the counter medicine you bring is legal in your country (ask your program coordinator at the Study Abroad Office).
15. Invest on a year’s worth of contact lenses (if needed). Take along a copy of your eyeglass prescription in case you lose your contacts or glasses and need to get replacements. Don’t wear contacts?  You might consider purchasing another pair of backup glasses. Either way, you’ll need your eyesight!
16. Make sure you have medical insurance for your time abroad. Contact your medical insurance provider.
17. Purchase travel insurance to cover replacement costs of lost or stolen possessions.
18. In some cases, your phone will not work abroad. Get an international cell phone and an international calling card just in case.
19. Purchase at least one international power adapter/voltage converter to use your laptop and other electronics abroad. You might need a plug adapter as well. Find out which ones you’ll need. You can buy these at amazon.com or other online stores.
20. Make multiple copies of important documents. Leave a set for yourself, your parents and your study abroad coordinator. This can include:
    • First pages of your passport, as well as your visa
    • Credit cards
    • Student ID/driver’s license
21. Make sure you have everyone’s email and telephone numbers (your program coordinator’s email and phone should be at the top of the list). Leave that same info with a guardian or a friend.
22. Google the nearest US Embassy in your country abroad and keep that information with you. This is important because you might need assistance in the event that you run into trouble (get arrested, lose your passport, etc.)
23. Pack your carry-on bag. Important! All medication should be in your carry-on bag, not in your checked bag in case it gets lost. Include all important documents (passport, visa, international student identification card, address and phone numbers of destination contacts, credit card(s), documents, change of clothes, toothbrush, travel size toothpaste etc.).
24. Most importantly: Be safe and trust your instincts! You will be abroad in an unfamiliar country and can find yourself vulnerable to all kinds of situations-good and bad. Use your common sense. Don’t be nervous, be sensible! You should always be aware of people and your surroundings at all times! And keep in contact with your family and friends on a regular basis.
25. The UConn Study Abroad Student Guide provides comprehensive information about the study abroad process at UConn. You should definitely read the entire guide.

Acknowledging the Fear: 

• Encourage Beyond Access students to acknowledge their fears of public speaking.
• During a session, you may wish to help your student brainstorm a list of these fears.
• Help the student to develop a plan for responding to their fears (e.g., fear of dropping their index cards, solution=picking them up)

Practice: 

• Encourage students to prepare their presentation ahead of time:
• Encourage the student to rehearse their speech with you or someone else (e.g., a roommate, a friend).
• Encourage the student to use index cards (if the professor permits using them).  This will help the student to remember segments of their presentation.  Index cards should be reduced to keywords and not full sentences.  They should be used to “jog” the student’s memory during the presentation.
• PowerPoint, posters, objects, and videos are also helpful (if the professor permits using these).

Working on the Presentation: 

“Gimmicks” such as role-plays, skits, poems, and music are also helpful.  Sometimes, they allow students to look forward to different sections of their speech.  These gimmicks may also involve the audience’s participation.

Mind and Body During the Presentation

• Mind: 
  • Encourage the student to think positively.  Discourage the student to engage in sabotaging self-talk.
  • Instruct the student to not compare themselves to a classmate and to not put themselves down.  “It seems in life there is always someone you would like to be like, but there is someone saying the same thing wishing they could be like you!”
  • Just a speech, so many other things important in life.
• Body:
  • Breathing during the presentation: Breathe with the diaphragm.  This means breathing in with your belly and breathing out with your belly in.
    Encourage the student to move during presentation.  Movement helps breathing and the most logical times to move are during the transitions of a speech.
  • Dress for success (e.g., wearing your favorite clothes, wearing a dress or nice pair of pants, etc.).  Wear comfortable clothing and shoes.

Audience Participation: 

• Encouraging the audience to close their eyes and imagine something from your presentation.
• Asking if the audience has any questions during the presentation.
• Using a participant from the audience during part of the presentation.

General 

• Help the student set realistic goals such as reducing public speaking anxiety instead of completely eliminating it.  Consult the student’s Beyond Access goals.
• If applicable, encourage the student to pick a topic that they are knowledgeable about, familiar with, or are genuinely interested in.
• Instruct the student to take a few minutes to look over their notes, take a deep breath, and then begin.

Support Sources: 

• Consulting or talking to a professor, friend, another student in the class.
• Make an appointment with SHaW Mental Health Services.

Conclusion – Students should: 

• Know their topic.
• Know their audience.
• Know themselves and how they respond to stress.
• Know their speech.
• Focus on the message of the presentation, not themselves.
• Recognize their value and uniqueness.

Adapted From:
http://www.roch.edu/dept/spchcom/anxiety_handout.htm

Vision boards are great tools to help students chart their educational, personal, and professional goals.  They are simple to make and easy to use. 

Procedure for Creating a Vision Board: 

1. Creating a vision board can be done during part of a Beyond Access session.  It will be necessary for either you or the Beyond Access student to prep for the activity by bringing in a piece of corrugated cardboard or a piece of poster board.  Magazines, newspapers, and access to a computer and printer are necessary.
2. Help the student brainstorm a list of their academic goals (e.g., better time management skills, straight A’s, for example) or professional goals (landing their dream job in New York City, for example).  These should be goals that they really want.
3. Next, help the student find pictures in the magazines, newspapers, or on Google image searches that represent their aspiring goals.
4. Have the student cut out these images, words, or phrases.
5. Next, the student can glue or paste the images, words, or phrases onto the cardboard or poster board.
6. The student should not be afraid to write in dates on the board.  These dates would be dates that they want a specific thing to happen by (e.g., landing their New York City dream job).
7. The student may wish to create a themed vision board such as one for career, one for school, etc.
8. Encourage the student to not let others’ opinions get in the way of the material on their boards.  It only brings the student down and discourages them from reaching their potential.  When the student uses the board and their goals become reality, others will most likely, reconsider their opinions about the board.
9. It sometimes helps students to hear of their Strategy Instructors’ personal anecdotes from a vision board.  You may wish to create one for yourself and see if you would recommend the process to your students—all Strategy Instructors hold different opinions about the process.  Creating one for yourself would help you to develop some anecdotes to share with your Beyond Access students.