Take part in #ESNsurvey2017 of Erasmus Student Network – Your experience matters with and without international exchange experience!
International experience is becoming essential to prepare young people to work in an interconnected world. Proportion of disabled people is still very low in tertiary education and in international exchange programmes worldwide (OECD, 2011).
There are many challenges for all students to participate in exchange programmes such as financial constraints, adequate level of foreign language skills, convertibility of knowledge and credits transfer across Higher Education Institutions in Europe, and disabled people may encounter additional barriers. Access and non-discrimination are happening, but there are still barriers such as challenges in policy implementation, difficulties of availability and portability of support services between countries (such as personal assistance), financial constraints to cover access needs, barriers of Info Communication Technology and built environment, lack of adequate information or insufficient cooperation within and between Higher Education Institutions when it comes to supporting (international) disabled participants (Fazekas, 2013).
It is time to truly exploit the wealth of knowledge and rethink what makes a program inclusive and benefit all. International exchange programmes are not fully adapted yet to the needs of disabled people and sometimes relevant professionals may lack of the relevant knowledge how to make exchange programmes more inclusive. Exchange Programme organizers have a very important responsibility in developing adequate perception and in learning to encourage and manage diversity.
In order to realize the effective support for disabled people, cooperation and supporting the structures of Higher Education Institutions is essential. To enhance accessibility, e.g. by sharing practices with staff and provide practical information to disabled people, giving them the information they need to make the decision and be confident about participating in any international exchange programmes, is key to make exchange programmes more accessible.
In order to improve the inclusion of policy and practice of international exchange programmes, it is essential to share with relevant stakeholders and higher education institutions the experiences of disabled people with and without mobility experience as the currently running #ESNsurvey2017 is aiming at (ESN, 2017).
Therefore the voices of disabled people are essential! Please take part in #ESNsurvey2017 and share it among your networks! The survey is accessible and Deaf participants are invited to submit answers to open questions as videos in IS (maximum 10min long). You can complete the digital form of the survey here. Read further information about the official launch of the survey here!
If you need a plain WORD format, please ask for one by emailing us: email@example.com
Thank you for participating in this survey!
ESNsurvey2017 Team of Erasmus Student Network
OECD: Inclusion of Students with Disabilities in Tertiary Education and Employment, Education and Training Policy, OECD Publishing, 2011. URL: http://dx.doi.org/10.1787/9789264097650-en
Agnes Sarolta Fazekas: Participation of Students with Disabilities in Erasmus Programme – Comparative study on Ireland and Hungary Eötvös Loránd University, Budapest, 2013. (Master Thesis)
Erasmus Student Network 2017 Official Launch of ESNsurvey 2017 URL: https://esn.org/news/launch-of-esnsurvey2017