This material was given as a power point presentation.

Twice a similar survey:

“Studying with disabilities in 2001 and 2005”,   surveys about the hindrances experienced by students with physical restrictions, dyslexia or psychological complaints in higher education in The Netherlands  (executed by the ‘Verwey-Jonker Institute’)

Background of the first survey:

+        insight in the problems students with disabilities were faced with (despite facilities), as well as the solutions found for these problems

+        specific attention in the Dutch parliament starting in 2000 (at the instigation of handicap + studie)

+        so far scarce and incomplete data were available

Background of the second survey:

+        trends in problems students with disabilities encountered

+        comparison situation in 2001 and 2005 (after extra attention during 4 years)

+        insight in: which changes are needed with regard to policy making and coming activities

Main questions for both surveys:

+   nature and size of the group students with hindrances in higher education because of their disabilities?

+        nature and size of the problems?

+    what solutions were found?

+    basis: data given by  the students themselves

Approach of both surveys:

+        screening of at least 16.000 random selected students in higher education

+        students with disabilities were asked to take part in the surveys (936 and 656)

+        extensive questionnaire to these groups (of whom 389 and 235 did answer)

Results of the surveys; Part 1

estimations (in % of all students):

+        about 14 % have (1 or more) disabilities:

                        ● physical                                             about 11 %

                        ● psychological                                     4 – 5   %

                        ● dyslexia                                             3 – 4   %   (more women than men)

+        about 7 % experiences hindrances because of their disabilities

Results of the surveys; Part 2

experienced hindrances in the educational process (in % within examined group): e.g.

                                                                                                2001                2005

+        studying written material                                    (43 %                  54 %)

+        doing written examinations                                (45 %                  45 %)

+        attending lectures / meetings                              (40 %                45%)

+        writing papers, essays etc.                                  (34 %                 41 %)

+        participating in teamwork and practical work, fitting in study schedules etc.       

+        accessibility of buildings                    (6 %) (occurs less often; but if occurring: a serious problem)

Results of the surveys; Part 3

effects of hindrances:

+        influence on study results, study progress (delay) and study load (tiredness)

+        for 30 % more than one year study delay

+        more than 40 – 80 % of the students found no solutions (depending on nature of hindrance)

+        students always try to find solutions themselves first (more planning, working harder etc.)

Results of the surveys; Part 4

knowledge + use of special facilities in 2001:

+        within educational institutions: only extra time for examinations is known (by 50 %)

+        other arrangements and provisions (also outside educational institutions) are unknown (to a big majority)

+        great cohesion between knowledge and use of facilities

Results of the surveys; Part 4

knowledge / use of special facilities in 2005:

+        within educational institutions: extra time for examinations is known by nearly 90 %)

+        most arrangements and provisions (also outside educational institutions) are known to a majority (60 – 90 %)

+        still cohesion between knowledge and use of facilities

Results of the surveys; Part 5

other interesting points:

+        in 2001 about 40 % didn’t disclose their disability; in 2005 nearly 25 %

+        support by professional counsellors is increased till about 50 % of the students with disabilities (planning, arrangements, understanding and pep talks)

+        about 30 % of the students with disability related support asks for more / other support

+        2/3 feels insufficient understanding by most of the teachers and fellow students

Results of the surveys; Part 6

differences between 2001 and 2005:

+ improvements:

            - counselling by student counselors (not the support by teachers and staff!)

            - information services

+ no improvement:

            - solutions for hindrances / study problems

General conclusion: the future

+        further stimulation of institutes to pay attention to the subject

+        deal with the cultural problem (focusing attention of especially teachers and staff)

+        build this issue in quality control systems

+        permanent empowerment of the disabled students

+        further research (also longitudinal)