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Partner of the University Association Brussels
Participation of students with a disability in higher education.
16-02-2011
Annemie De Rouck & Sofie Giets
Special statute
• For students with a disability
• Since 2004-2005
• Goal: facilitate and increase the participation of students with disabilities in higher education
• Integration in education regulation and diversity plan
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Which disabilities?
• Movement disorders • Auditory disorders• Visual disorders• Chronic diseases• Psychiatric disorders (including autism / ADHD)• Learning disorder (dyslexia)
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Procedure• Initiated by student
• Intake with student counsellor of the department + student psychologist of social services- Elements that make it difficult to follow the chosen course- Facilities needed- Attestation
• Has to be approved by departement council
• Follow up by student counsellor– Inform teacher staff– Meeting to evaluate the facilities and eventually adjust them
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Absolute number of statutes
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Top 3 (percentage)
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Other (percentage)
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Facilities
• No standard package of facilities for each disability
• Each person = unique
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Facilities: examples (1)
• Movement disability (f.e. writing difficulty)– Student may use a laptop during his/her exam.
• Auditory disability (f.e. students with a reduced hearing)– The teacher doesn’t use tape record for listening tasks.
• Visual disability (f.e. students with a reduced visibility)– Examination papers are offered in a larger size.
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Facilities: examples (2)
• Chronic disability (f.e. students with crohn’s disease)– Student may leave the examination room to go to the toilet.
• Psychiatric disability (f.e. ADHD) – Student may leave the classroom when attention drops.
• Learning disability (f.e. students with dyslexia)– During exams no points are deducted for spelling.
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Limitations
• Not all requested facilities can be approved
• For example:A student with dyslexia that follows the course ‘Journalism’ does get a reduction in points due to spelling faults. This is because the standard of the course has to remain the same for all students. If spelling faults would be accepted, the standard would decrease.
• 3 criteria to determine if a facility can be approved
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3 criteria
1) Feasibility: a facility aims to make it feasible for students with a disability to attend classes or to make examinations. Students with a disability must have equal opportunities as any other student.
2) Acceptability: the facility must be acceptable for the teacher. A task or examination should have the same standard, regardless ofthe facilities granted. The skills or knowledge that are pursued may not change, only the way in which the skills or knowledge are acquired can be different.
3) Justifiability: a facility must be justifiable to other students. Other students may not feel penalized in proportion to the student with facilities.
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Disability and mobility
• No experience with students with a disability who want to go foreign
• No experience with exchange students with disabilities. If this were the case, they could also apply for the special statute.
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Questions?
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