Reflections, recommendations and questions

on University and Disability Support

From the first 3 Turkish workshops (2007-8-9)

In Turkey several achievements on the way to more inclusive universities are:

• Disability legislation (2005), requiring equal opportunities at all levels of education, including Higher Education.
• A Directive on Disability in Higher Education (June 2006)
• A platform for disability advisers/ coordinators/ any member of staff at a university interesting in developing better conditions for disabled students (Since Oct.2007, now has 220 members from 70 universities, out of 130 universities in total).

• A Turkish students with disability e-group (since March 2009) has a growing number of students from different universities (including Open University), with a range of disabilities.  They prepared a list of problems for the TIU training in July 2009)
• Information online: http://www.tiu.org.tr/turkce/content/view/49/100/ 
• A digital library GETEM serves visually impaired people across Turkey, storing a growing number of materials, including academic texts. 

The first 3 Turkish annual workshops on University and Disability Support raised points that need to be discussed and solved.  The following notes are condensed from the reports of the meetings in 2007, 2008 and 2009

• At national level, the Turkish Higher Education Council Directive on Disability Support at University (YOK-Y) should be implemented. An advisory group should work at national level, preparing information, organizing training, collecting information and producing reports.  Standards should be developed in consultation with representatives from the full range of stakeholders whose experiences and needs must be considered.  Institutions such as the Higher Education Council, the National Examinations Board, etc. should be involved. 
• Standards should be set for the teaching, assessment and examinations and general conditions for students with disabilities at universities across Turkey. Opportunities for students with disabilities at different universities must be standardised: can this be done?
• A multi-disciplinary approach is needed to provide suitable conditions for students with a range of disabilities (engineering, architecture, social sciences, medicine, etc.)   
• The needs of new universities and universities newly considering disability support must be addressed: where to start, what priorities are, what resources are available and what has worked. 

• At each university, a Disability Support Unit (DSU) must be responsible for developing and maintaining accessibility and equality of opportunities at the university, as legally required. 
• The DSU’s position in the university organisation must be clear, in the Health, Culture and Sports Section, connected to a Deputy Rector.  DSU must have regulations (yonerge) describing purpose, tasks and responsibilities, a job description for staff, working conditions, responsibilities and authority. DSU should work according to yearly and 4-yearly strategic plans
• The coordinator must behave professionally, so that students can trust the DSU service. Confidentiality is essential; students should feel safe at DSU.  However the DSU should not become emotionally involved and when necessary should refer students to psychological counseling. 
• The DSU team must have relevant personel, some working part-time.  DSU must have a full-time secretary. The team should work with architects, psychologists and other specialists. Academics should be involved in the work of the DSU. Students and disabled students can be involved too.
• The DSU office must be accessible and suitably equipped, by the university. The space must be appropriate for the work: for daily office work and confidential talks with individual students (so at least one small sound-proof room should be separate from the main space), for group meetings and trainings, and for organizing and storing resources and equipment. 
• A budget must fund necessary DSU costs: production of materials, organisation of seminars and training, maintainance of systems and materials, travel to relevant meetings, etc. 
• Who is responsible for funding university disability support needs? Who can take a share? State, local sources, private sponsorship… What should be funded?  Funding must also be identified for   1.establishing and maintaining adaptive technology (software, induction loops, visual aids, etc.) on campus. and 2.  paying for assistants who give specialist support to disabled students. 

• The DSU can direct students to scholarships and other sources of funding, but never gives students direct funding or material support.  IT does not give students hearing aids, wheelchairs, etc. 
• Effective communication channels with relevant departments/ sections. Each university must have a mission statement on disability (see Bogazici’s example).  A disability committee should meet regularly to discuss relevant items, identify resources and develop solutions.  The committee members should represent all key services (General Secretary, Student Affairs, Computer Centre, Library, Medical Centre, Cultural Affairs, Buildings and Maintainance, ……   as well as the DSU coordinator and disabled student representatives. Disability advisers in each faculty should be in contact with the Disability Support Unit to coordinate support for students in their faculty. 
• The DSU and its role should be known to all sections of the university, and to senior administrators.  The DSU website must give up-to-date information, with contact details, clear procedures for applying for support and relevant links.  What is available on request, what options require medical reports (alternative exam conditions, exemption, priority placement in dormitories, etc)? Contact lists for sending information, for requesting advice; a restricted and confidential e-list to mail information to all students who disclose.  Prepare information and brochures (general, for students, for staff, about specific situations, answering FAQs) and regular bulletins.  DSU Letters should be sent to academic staff: general letters about the services available, specific letters about the needs of individual students.
• The DSU must contact new students as soon as possible, even before registration.  How can this be done? The earlier universities know which new students may need suitable classes, dormitories, exams, etc, the more time the DSU and the student have to make arrangements.  How can this early contact be arranged?  Can the National Examination Board be involved?  During registration days, DSU must organize a stand; in the first weeks organize orientation for new disabled students.
• The DSU should keep records so that the progress of students who report a disability can be followed: especially look out for drop out rates and delays.  DSU forms and mechanisms should monitor support by assistants, Equipment use, use of services (E.g. transport).  Regular reports should be submitted to managemen
• The DSU should provide training: general disability awareness to anyone (volunteers, etc), regular initial training for new staff, specific training for academic staff, etc.
• First tasks for a new DSU: An action plan.  Identifying disabled students, by various methods: inviting them to disclose.  Talk with students who disclose about their problems and needs, then try to anticipate problems for students who have not yet disclosed.  Develop a data base.

• Access is about reaching information as well as places: access to materials, and architectural access.  Physical access must consider the needs of all, including people with chronic illness, unseen disabilities, etc.
• All common buildings (student affairs, rectorate, library, canteen, health centre, etc) should be physically accessible.  A number of dormitory places should be accessible; all dormitories entrances should for accessible. In time all buildings must be accessible.  No student should be refused a class because ‘the laboratory is not accessible’; if necessary that year group should be taught in a different – accessible – room/ building. 
• Architectural Accessibility: Universal design: anything that benefits people with different needs benefits everyone.  The cost is not for ‘just one wheelchair user’…  A university campus has not only students, but staff (academic and administrative), guests, visitors, etc.  Disability can be ‘unseen’ (energy loss, pain, etc).
• Architectural barriers can be identified using a parcipitative process.  Disabled people work with the Buildings and Maintainance Unit. All changes should involve disability specialists, at all stages. 
• Universities must plan for full accessibility, using 5-year, one-year plans.  Many changes can be built in to regular maintainance programs. A specific budget must be created to pay for necessary changes.
• Details are important: types of doors/ smart card access/ floor surface (beautiful polished marble floors or non-slip surfaces)/ contrasting colours to mark edges/ confusing or  hazardous ‘esthetic’ design
• People with disabilities should be part of a monitoring team, checking that routes remain accessible (rubbish bins are not put in the middle of the ramp, etc).  Examples of good practice should be shared
• Universities should develop their resources and equipment, using varied approaches, from simple solutions to high technology, selecting suitable options from the growing range of assitive technologies.  (Braille printer, and JAWS screen reader program should be available. Induction loops and FM transmitters can help people with hearing impairments). Equipment should be maintained, and students should be trained in using the items
• All steps in development should be connected, so that progress feeds into the systems.  Channels of communication must allow interaction between systems (in different institutions/ universities). Networking between universities: how can this be done between the annual national meeting?  Online, local/regional meetings?
• Peer involvement is culturally valuable in Turkey.  How can this be developed?  What can volunteers do?  How are they best trained/ monitored?
• How to best use resources, energy, etc
• How to go towards standardization
• What resources are available?  A data base should be developed
• Information about the YOK-Y should be given on all university websites.
• Disability Support Units (DSU) should prepare leaflets and brochures to inform students and instructors.  DSU should give general information using university communication channels: newletters, notice boards, websites, e-groups, etc.. 
• Information must explain the needs of students with unseen disabilities: Dyslexia, ADHD, psychiatric conditions (schizophrenia, bi-polar, chronic depression), neurological conditions (MS, epilepsy, etc), metabolic conditions (diabetes, hormonal imbalances, renal failure …)
• Data bases of Frequently Asked Questions should be developed.  Also a data base of resources and their availabilit
• Surveys and questionnaires should be done to provide data, to understand needs and to convince decision makers. Involve student cousellors; get end-of-year data.   
• Attitudes of staff and students should be positive, not emotional. Need for awareness of all involved: Administrators, Academic staff, Disabled students, Disability Advisers, Students peers, (the public, etc). How to monitor, how to influence these attitudes?  
• Disabled people should be asked about their choices, and given opportunities to succeed.  How to monitor and record success?
• Definitions of disability: information should be given to many, so that students can find out their rights.    
• Information about disability rights and legal aspects are important for both the disabled students and the disability adviser.   How can Law Faculties be involved?
• Numbers of disabled students don’t matter as much as the quality of opportunities available to those students who need them. 
• When registering for a course/class a student can apply to the DSU and/or the course instructor for suitable accommodations.  A student does not have to disclose a different need; When the student has the information, it is their choice and their responsibility to ask.
• Students with disabilities need to be assessed for their needs.  Who can/ should do this? What is their background?  What information is given to the DSU?  Especially with unseen disabilities, who decides the academic/ other adaptations needed by the student?  The processes must be clearly explained so that students know how to apply for assessment: how, where and when to apply for assessment, who to inform after assessment, what happens at the university (how long it can take) before suitable measures can be arranged.
• DSU must check that students have necessary skills for studying, doing research, preparing homework, etc. (such as computer skills, internet, etc.).   Who gives the training, how, who funds this?
• Student psychology matters: how to keep it strong, and catch negative factors as early as possible?  Cooperation with and referral to psychological guidance counselors. 
• Cooperation with the Ministry of Education can improve transition to university.  How can this be done?
• Departments and universities must prepare information about the skills and abilities needed for courses, so that students can make suitable choices. 
• Orientation programs should be organized to introduce disabled students to the facilites available, expain how they can apply for alternative exam standards, etc, show them round the campus and introduce them to other disabled students who will be able to guide them: the first semester is critical.
• Students with disabilities should select representatives to voice their needs.
• Students with different needs should be empowered so that they can say what they need and ask for their rights
• People with disabilities can give support, not just receive it. Senior students can be trained as mentors to guide new students. 
• What are career choices and opportunities of disabled graduates?  Research and produce a data base.  How to organize cooperation with companies, wanting to provide training/ placement opportunities for disabled students?
• Academic staff (including teaching assistants)
• The disability support unit (DSU) should organize seminars and send letters informing academic staff about how to behave and give classes according to the needs of students in their class; e.g how to talk with a lip reader. 
• Academic teaching staff should be able to apply at any time to the DSU for information and guidance. The university website should give information on these issues.
• Staff might need to spend extra time to organise alternative provision.  How can this be recognized? If there are no funds, what alternative rewards can be given?
• Student assistants: Students with disabilities can apply to DSU for assistants to help them with specific tasks, according to their disability.  How is this best organized?
• Assistants should be trained to work with the student.  They should know their responsibilities.  How can their work be monitored? 
• Assistants work most effectively when paid to do the job.   How can this be funded? What tasks can scholarship students be asked to do?  Reading materials in digital format, note taking, …
• Buddy programs: How do they work?

• In principle no student should get exemption from a course or exam. 
• When a student has difficulty following a class because of a disability, s/he should apply to the Disability Support Office and find out what support is available
• When no alternative arrangements can be found, the student, with the disability advisor and course instructor(s) must decide on an alternative class/course of equal value (decided at Faculty level)
• Course materials should be available in alternative formats such as Braille, digital recordings, electronic texts or large print
• Students studying a foreign language in Prep.School should be able to access texts in alternative formats.   
• Alternative ways of explaining visual material should be investigated. 
• Students with certain disabilities should be allowed to record classes, take notes on computer, etc
• Academic staff should be encouraged to give class notes in advance to students who disclose a disability.  
• Suitable technology (induction loops, FM transmitters) should be used with hearing impaired students.
• Course work Hearing impaired students should work with an assistant who takes notes; this could be another student from the same class. 
• Students may have the right to extra time for laboratory work, projects, homework and other assignments.
• In group work, instructors should check that the student is able to interact with peers.  DSU may give advice. 
• Placements, teaching practice, etc should be arranged so that key people are aware of the student’s needs.  The student should be involved in decisions. 

• The exam format should be decided according to student’s needs and preferences, not a pre-set single format. A student should always be able to take an exam in a familiar format.
• Standard conditions to include exams with a reader/ note taker, on computer, recorded on CD/MP3.istemi, large print, Braille, lip reading/speaking.  Sign language interpretation may be an option in the future, when Turkish Sign Language has been standardized, and developed to include signs for academic terms
• Alternative formats such as oral exams, project or continuous assessment may be considered.
• At the beginning of each semester, the student should be informed about the format of the exams for each class/course. This should be decided together with the course instructor and the disability adviser.  Formats may vary according to the type of subject.
• Content of exams: Tables, graphics, pictures and other visual information should adapted so that visually impaired candidates can understand. 
• No exemptions: questions that cannot be suitably adapted should be replaced with other questions (e.g. for a deaf student, listening exams can be replaced with reading on the same topic).
• Questions should be given in a way that the student (Deaf, Aspergers, etc.) can understand: simplified or shorterned or replacecd with other questions. 
• A different type of answer can be expected; for students with dyslexia, spelling and punctuation mistakes should be ignored.  Answers may be given on a separate piece of paper. 
• Readers, scribes (person writing the answers) and others on duty during exams should be appointed by the university/ department (this is not the student’s responsibility)
• The reader should be trained and aware of their responsibilities and how to conduct the exam (no mobile phones, etc
• Exam readers should be familiar with the subject of the exam, for instance teaching assistants.  Other students should not be given this duty.
• Scribes should be given for students with dyslexia – to avoid having to fill in the ‘optic form’
• For long exams, more than one reader should be appointed per candidate.
• All students in an exam should be informed about changes: all changes should be written on the board as well as spoken.  The instructions at the start of the exam should be given in written format to students who are hard of hearing (HoH). People on duty should know how to communicate with a lip reader.
• Time extention may be needed by a wide range of students: Visually impaired, mobility impaired, deaf, students with specific learning difficulties, ADHD, motor or metabolic difficulties, etc.  Students with other disabilities should be assessed by a team consisting of the Disability adviser, student, instructor, and a specialist in this particular disability.  
• Extra time should be given, proportionate to the needs of the student – to be assessed and calculated before the exam.  This is commonly 50% or %100 extention. 
• Time extention depends on the type of exam question (multiple choice is much quicker to accommodate than long questions)     
• Some students (with energy problems, needing to take medication, etc) may need rest breaks instead of/ as well as time extention.  The time for the examination is not longer, but the student is able to rest when they need, and ‘start the clock’ again later
• Exam Rooms where necessary, should be separate and silent rooms
• This room should be near where other students are taking the exam, so that the student can ask questions if necessary or be informed of any changes given to the other candidates. 
• The room should be easily accessible, (for students with mobility, metabolity, energy difficulties).  Some students may need easy access to a toilet, to be able to take medication, or rest.