Monday 29th June 2009.  Middle East Technical University.

 Opening Speeches:

-         Prof. Dr. Osman Biçer (general welcome speech)

-         Prof. Dr. Bilgehan Ögel (general welcome and information about METU)

-         Claire Özel (brief information about the start of the Project)

Natasa comments “The internet because it isolates disabled students from the other students. Internet can be only a part of the solution not the only thing to solve it.

Jan Westgeest's Welcome Speech

Jan asked people 1) not to worry about the English and 2) to ask as many questions as possible. “There are students with disabilities among us and they are our best experts. If they don’t agree about something they should interrupt. If we listen to the students, if we try to understand them we will know what their needs are. You can only help the students if you listen to them and hear what their questions are. Today we will focus on counselling. On Wednesday Evelien will be with us and we will work with Gilles.”

Training of Disability Officers. The important thing is not to train what to do, but how to think about what to do. In the training we will think what to do and why we behave this way. Thinking is very important. After this week we will be able to talk about what we have seen and done with our groups at home, in our universities. It is necessary that they understand what should be done with disabled students. Most of the problems of the students are problems during their education. After this training we will be a kind of starter of the thinking process in each university. This week’s program is not rigid so it can be changed any time. Jan knows the situation in Holland and he will talk from that point of view. In Holland some of the problems come from taboos: they are not easy to talk about. This can also happen in Turkey; we can think about what to do in Turkey to overcome this. Small things can create great problems. So don’t be shy: we must talk, with respect for each other. In Holland we try to forget status (position, titles) because it makes everything easier: this way people can think about the things that are really going on. If you want to help, people with disabilities know the best.

We watched a film about the Disability Discrimination Act (UK).

The trainer gave a Knowledge Test about disability in Higher Education.  We had to answer the 20 questions quickly and keep our answers until the end of the program.

Some Facts and Figures about Holland and Ireland (AHEAD Ireland is a partner of Handicap Studie in several projects)

Handicap+Studie (H+S): Expert centre in the field of studying with disbilities in Higher Education (HE). This small organisation (15 persons) works not only for students but also for institutes of HE. H+S operates on a national level, mostly in HE. H+S mission statement is: “To promote more students with disabilities getting the chance to study a subject of their own choice.” There are 3 problems: many students, successfully following an education, in the study of their own choice.

Definition of Disabilities: It is important to use the right language: We should say 'students with disabilities' not 'disabled students'. We are working with people, human beings; their disability is only a characteristic, a difference not something negative.  People deserve respect.  First people, then their characteristics.

The hindrance is negative, it is a social problem, a problem of society.  The hindrance can be changed, not the disability.  By focussing on what can be changed, the hindrances, people with disabilities can have the same chances as everyone in society.  Laws must aim to remove the hindrances; because we want to be a civilised society, not because of pity.  Prejudice cannot be prevented, but it is the responsibility of society to question and remove hindrances.  People with disabilities must talk about the hindrances they face, so that together we can help remove them.  They do not have to talk; they have the right to stay silent.  But society can only take its responsibilities when people with disabilities begin to talk; until then, people who can make changes can only guess. Guesses are not enough; people with disabilities must show the way, so that we can be responsible together. 

NOTE: The language used in the TIU project (proposal, website, reports and newsletters) has used British terminology.  Both approaches are used; we respect each others' choice.

Surveys, collecting data and using data bases.  Ask students if they will cooperate with this, and talk about privacy.   People have the right to their privacy being kept.  Privacy is important.

Two surveys were done in Holland, first in 2001 then in 20005 about Studying with disabilities: to find out about the hindrances experienced by students with physical restriction, dyslexia or psychological complaints in Higher Education in the Netherlands. The main questions for both surveys were: 1. nature and size of the group students with hindrances in HE because of their disabilities 2. nature and size of these problems 3. what solutions were found. 

These are important surveys because the data were given by students themselves.  Powerpoint material used in TIU4 and Article about the two surveys .A most striking figure is that in both surveys about 15% said that they had a disability, and half of those faced hindrances.  This means in a class of 28 students, an average of 4 have a disability; 2 students are disadvantaged by the hindrances they face... unless suitable conditions are provided.

Jan advised everybody to read AHEAD’s Good Practice Guide

LUNCH

The law and disability in the Netherlands, the 'Law of Equal Treatment '

In the Netherlands, students with disabilities can use some elements of the law to ask for equal treatment.  

*it is illegal to make direct or indirect distinction (e.g a room where disabled cannot follow, but where abled people can follow)

*legally there must be effective adjustments according to needs (unless disproportionate load:  if something is very expensive and there are better solutions then the institute can say “Here you are expecting too much”)

*In a few exceptions distinction can be made:

• Danger to safety or health, when there is a chance of danger for the person himself or other people.
• Specific provisions or facilities
  
• 'Privileged positions' concept: if somebody without a disability complains, the university can say that that person is priviliged because of his disability
• Exception in case of indirect distinction: serving a right aim

Note: equal chances = unequeal treatment in unequal situations (If a person is tired very quickly and has to do an exam of 3 hours then you have to give him more time or the exam can be put into pieces so that the person can rest.)

The situation in Turkey: 

• There is a need for information on what the Laws in Turkey say, exactly, about studying with a disability in Hiegher Education
• Could some universities come together to create a court similar to the one in NL. (Half legal; giving advice about what a court of law might say)
• If this court was accepted by the HEIs it can be helpful to sort out many situations, and to prepare those people who want to go to the real judge in very extreme cases.

5 levels of responsibility: 

Jan presented 5 different levels that can influence the situation of students with disability.  Participants discussed possible solutions that each different level can bring:

·        What can the government do to improve the situation?

·        What can the institutes/universities do?

·        What can the staff/teachers, who are with the students daily, do to better the situation?

·        What can the students with disabilities themselves do?

·        What can fellow students do?

First people thought about the questions in silence, individually.  Then they shared ideas in pairs, and finally they formed groups of 4 to combine the ideas: written on flip-charts, the ideas were shared with the whole group.  

During the reflection time many issues were dealt with:

·        Lessen paper work and make the system quicker

·        Some people couldn’t understand everything

·        Some said that they can’t understand written materials

A question for discussion:         “People who are in this training are interested in disability but are all the teachers interested? Why?”