Bridging the Gap: A Conceptual Framework for Inclusive Host Family Placements in Study Abroad Programs for Students with Disabilities

Students with disabilities face persistent barriers to participation in study abroad programs, particularly within host family placements, one of the most immersive and culturally formative components of international exchange. Despite growing interest in inclusive global education, there remains a significant gap in research and programmatic guidance on how to design accessible and supportive homestay experiences. This paper addresses that gap by presenting a conceptual framework for inclusive host family placement, synthesizing theoretical insights from disability studies, international education literature, and best practices from adjacent fields such as supported living and universal design. Drawing on policy documents, organizational guidance from Mobility International USA (MIUSA), and practitioner insight from a third-party study abroad provider, the framework identifies key challenges—such as training deficits, cultural stigma, and inadequate home assessments—and outlines the roles of key stakeholders including universities, exchange providers, host families, and students. Organized around a three-phase model (pre-placement, during placement, and post-placement), the paper proposes a conceptual framework with scalable strategies for fostering inclusive homestay environments. By consolidating existing knowledge and proposing an adaptable structure for inclusive hosting, this paper provides a foundation for future empirical research and supports efforts to advance disability equity in global education programs.Keywords: disability inclusion, study abroad, host families, international education, accessibility, universal design, inclusive exchange programs