Going Global: The implications for students with a disability

Abstract

Equitable educational access is a hallmark of truly international universities, and higher education institutions operating in an international context have a responsibility to incorporate the principles of equity and justice espoused under international conventions. This paper considers the implications of internationalisation for students with a disability, it focuses on study abroad, exchange and international students travelling to Australia, and Australian students travelling to universities outside Australia. The paper considers the curriculum implications of the internationalisation of education for students with a disability and utilises Murray-Seegert's (1993) ecological theory of diversity to explore the ways cultural factors affect opportunities for inclusion of students with a disability in the higher education sector. The authors also examine the effect of the advance in information technology, the implications for inclusive curriculum, and the complexities inherent in cross-cultural expectations on students with a disability.