SPECIAL ADJUSTMENTS IN THE SLOVENIAN HIGHER EDUCATION SYSTEM The Slovenian Association of Disabled Students Alenka Bera, Nataša Mauko

There is no specific national policy for supporting disabled students in higher education. There is no definition of disability in the Higher education act. There is no special funding for supports or special arrangements which higher education institutions should provide.

On the institutional level, each higher education institution has its own procedure for granting the status of a disabled student. The institution lists the documents the student needs to provide to prove his/her disability or long term illness. Status is granted either for one academic year or the whole academic course.

Adjustments and supports depend greatly on: –how many disabled students study at a specific faculty, –how successful these students are in advocating for their rights and –how understanding the academic and management staff are about equal opportunities in higher education.

Forms of special arrangements help in reading exam questions or writing exam answers in a special room, use of assistive technology, breaking up larger exams into smaller units, taking the exam on an individually agreed exam date, longer time to complete the exam,

taking a written exam by using a computer or other accessible device, using the help of a third person to write down exam answers, using a reader to read out exam questions, individually agreed deadlines to submit seminar papers, home assignments, reports, taking a written exam orally,

taking an oral exam in written form, alternative forms of exam papers (electronic, large or Braille print), having a sign language interpreter during the exam, having breaks during the exam, taking certain assignments in pair with a non-disabled student,

adjustments in practical assignments, electronic study materials on-line, compulsory reading lists available in advance so that students have enough time to arrange alternative forms (electronic, audio, large or Braille print) of these materials, using an audio recorder to record lectures or seminars,

using a sign language interpreter during lectures, submitting written works in electronic form, doing certain assignments form home (a type of distance or e-learning) adjusting work placement programmes to the abilities and needs of the student.

Adjustments in the library: longer deadlines to return loaned materials, possibility to take out materials which are available for in-library use, when they need to be adapted or the student uses special devices for reading which are not available in the library, help in searching and locating library materials

According to certain institutional regulations, disabled students also have the right to: lower attendance at lectures, seminars due to medical checkups, hospitalization, treatment or rehabilitation, progressing to the next academic year if they meet at least 50% of the study requirements, prolonging the student status for a whole academic year, if the disability prevents the student to meet all study requirements in the current academic year.

Recent study showed most academic staff are familiar with architectural barriers. Partly familiar with difficulties of reading print for the visually impaired. But are not so much aware about the implicit barriers in their teaching methods. All said they would talk to the student about his/her needs and exchange experiences with colleagues.

Other forms of support, such as personal assistance, adapted transport, adapting study materials in accessible forms, etc. are offered by different disability organizations. Study assistance and in rare cases adaptation of study materials is provided by student tutors.

In most cases the services are free for the disabled student or they pay a symbolic contribution. They are financed as projects, therefore the funding is not permanent, meaning not all services are always available and are coordinated among different users.

THE SLOVENIAN ASSOCIATION OF DISABLED STUDENTS Alenka BeraNataša Mauko