From Tanzania to Ohio: How Two Weeks Transformed My Perspective

Published: Oct 23, 2025

Country: Tanzania

Reflections from my first two weeks at the Nisonger Center exploring disability inclusion, mentorship, and civic engagement.

Sadath Mwamsema is a 2025 Fellow in the Professional Fellows Program on Inclusive Civic Engagement. This program is sponsored by the US Department of State’s Bureau of Educational and Cultural Affairs and is administered by the Institute for Community Inclusion (ICI) at the University of Massachusetts Boston in partnership with the African Disability Forum (ADF). The following blog post was written by guest author Sadath.

A man holding a notebook and a pen standing in front of a sign that reads “The Ohio State University – Nisonger Center.” — Figure 1: Sadath in front of The Ohio State University Nisonger Center sign.

Stepping Into a World of Inclusion

The moment I walked through the doors of the Nisonger Center at The Ohio State University, I felt something different (Figure 1). This wasn’t just a place that talked about inclusion, it was a space where inclusion was actively lived, modeled, and celebrated every day. As a Professional Fellows Program participant from Tanzania, I arrived with curiosity and hope, eager to learn lessons that could transform how children and youth with disabilities are supported in my community. I quickly realized that this experience would stretch my thinking far beyond what I had imagined.

Guided by Exceptional Mentorship

My host mentor, Dr. Jessie Green, research assistant professor at the Nisonger Center, became the anchor of my fellowship journey (Figure 2). Jessie’s guidance went beyond logistics; she connected me with experts, arranged site visits, encouraged reflection, and always checked in to ensure I was learning and growing. Her patience, dedication, and genuine care made me feel supported at every step. Through Jessie, I witnessed what true mentorship looks like: someone who not only guides, but also inspires, challenges, and empowers.

A man and a woman posing together for a photo, standing in front of a wall with artwork behind them. — Figure 2: Sadath with his host mentor Dr. Jessie Green.

Learning through Lived Experiences

During my time at the Nisonger Center, I participated in programs that deepened my understanding of disability advocacy and civic engagement. At the Aspirations Program, autistic young people and their families shared their stories with confidence, reminding me how safe spaces reduce stigma and empower voices. In the Emerging Advocates Project, I observed young leaders gaining tools to speak up for themselves and their peers. And the We Thrive Together Workshop taught me about the dignity of risk, self-determination, and how everyday concepts can give people courage to make choices about their own lives.

Another most amazing experiences was our visit to the Student Life Disability Services (SLDS) office at Ohio State (Figure 3). Here, I learned how the university ensures equity by providing tailored accommodations that empower students with disabilities to fully participate in academic and campus life. The staff shared how Universal Design principles guide their work, making learning environments accessible to all from the start rather than retrofitting solutions later. What struck me most was the emphasis on preparing students to become confident self-advocates—equipped not only with the resources they need but also with the skills to speak up for themselves. This proactive, student-centered model is something I am eager to adapt in Tanzania, where disability inclusion is still largely framed around access rather than advocacy and empowerment.

Two men and two women posing together for a photo, standing in front of an office building. — Figure 3: Professional Fellows Sadath (left) and John Mwangi (right) with Access Specialist Jamonae Scarborough (second from left) and Accessibility Manager Dr. Heidi Aune (second from right) from Student Life Disability Services (SLDS) Office at The Ohio State University.

I also had the privilege of meeting Dr. Carly Gilson, an expert in special education and transition to employment (Figure 4). She introduced practical strategies like differentiated instruction, peer-to-peer support, and school-based enterprises. Her words, “change starts step by step, person by person”, reminded me that even in low-resource classrooms, small, thoughtful innovations can spark meaningful change.

A man and a woman posing together for a photo in front of a wall decorated with a buckeye mascot and the word “Ohio.” — Figure 4: Sadath and Dr. Carly Gilson after the meeting.

A Joyful Exchange at Mark Twain Elementary

One of the most memorable highlights was visiting Westerville City Schools (Figure 5). My peer Fellows and friend John Mwangi from Kenya, my host mentor Jessie, and I didn’t just observe inclusive teaching practices, we shared a piece of Tanzania. From greetings and songs to foods and aspects of our education system, we introduced students and teachers to a new culture.

The children were curious, joyful, and fully engaged, asking thoughtful questions and showing genuine excitement. What struck me most was how naturally inclusion was integrated into both teaching and school culture. Every student, regardless of ability or background, was supported to thrive academically, socially, and emotionally. Leadership, collaboration, and empathy were part of everyday learning, lessons Tanzanian schools could adopt to create a more inclusive environment.

Two men seated on chairs in a classroom, with part of a student’s head visible in the corner of the photo. — Figure 5: Sadath and John sharing about their countries’ cultures at Mark Twain Elementary School.

Civic Engagement that Comes Alive

At the Nisonger Center, civic engagement is not theoretical, it is embedded in every program and interaction. I saw firsthand how universities, families, advocacy groups, and community organizations work together to create ecosystems of support. Programs like Universal Design for Learning (UDL) ensure accessibility is built from the start, while workshops empower students with disabilities to become confident self-advocates.

Outside the classroom, I joined the Hope in Every Step Walk, a community event in Columbus focused on mental health and suicide prevention (Figure 6). Walking alongside families, youth, and organizations, I witnessed the healing power of solidarity and the courage it takes to speak openly about mental health, lessons Tanzania can embrace to break stigma and promote inclusive communities.

Two men and one woman posing together for a photo outdoors. — Figure 6: Sadath, Dr. Andrea Witwer (John’s host mentor), and John at the Hope in Every Step Walk event in Columbus.

This fellowship has reshaped my vision for SHINA (Shifting Narratives), my project supporting children with albinism in Tanzania. The strategies, resources, and models I’ve encountered from UDL to choice-making curricula, are tools I can adapt to my context.

More importantly, I’ve realized that advocacy begins not with policies, but with people. Listening, building trust, and creating spaces for children to tell their stories are the first steps to real, lasting change.

These first two weeks at the Nisonger Center have left me inspired, grateful, and motivated. From mentorship to lived experiences, I’ve seen that inclusion and civic engagement are possible anywhere in Ohio, in Tanzania, and beyond. Step by step, story by story, we can shift narratives, empower youth, and build communities where every person belongs.