Disability Studies on a Global Landscape: Pedagogical Study Abroad Experiences
Bibliographic record
Abstract
“Learning happens best by doing” (University of Regina, Centre for Experiential and Service Learning, 2023). Reflective of Dewey’s belief that experience is knowledge and our experience is simply ‘what we do’ (Dewey, 1892), students who engage in this type of learning ultimately enhance their academic outcomes. This presentation shares the experiences of two Canadian professors of disability studies who have integrated experiential learning as a pedagogical tool throughout their combined 45 years of teaching. Most recently, their work has engaged student learning on study abroad experiences (ISAPA 2025; Disability Sport Conference 2024 in Coventry, England). Through immersive cross-cultural learning, student and teacher perspectives of disability (often influenced by cultural, economic and social factors), have been shaped through these international experiences. The authors will discuss the educational benefits, challenges, and personal growth of both students and instructors. Study abroad trips are not without challenges. Logistics of planning a group voyage, unknown accessibility in unfamiliar places, inexperienced travellers, and emotional responses to the harsh realities of socially imposed disabling conditions can be difficult to navigate. Yet learning to negotiate comfort into moments that are most uncomfortable helps to nurture maturity and thoughtfulness. As instructors, we broaden our perspectives of lived experience and intersectionality through our travels. We become more attentive to access and justice on a global scale. We gain an understanding of disability rights (CRPD) and awaken ourselves to how our [pedagogical] practices in the field of adaptive physical activity and therapeutic recreation might help students to become more awakened, too.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.023 | 0.018 |
| Scholarly communication | 0.010 | 0.006 |
| Open science | 0.002 | 0.022 |
| Research integrity | 0.003 | 0.007 |
| Insufficient payload (model declined to judge) | 0.008 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".