Lecturers - 7 principles of educational support

1. Individualisation

Adaptations to the study process for students with disabilities, adjusted to their individual educational needs arising from the specific nature of their health condition and the specific nature of the courses, including the conditions under which they are delivered. Depending on the type and degree of disability, as well as other factors such as previous educational history or financial circumstances, a student may face different limitations and possess different skills and techniques for compensating for their disability. In many cases, it is possible to implement various solutions that enable the same objective to be achieved, namely the effective adaptation of the educational process without compromising academic standards. On the other hand, depending on the key elements of the course in question, the suggested adaptations may in some cases be more conservative, and in others more far-reaching.

2. Agency

Respecting the autonomy of a person with a disability and their right to self-determination. A person with a disability understands their own situation and the consequences of their disability better than anyone else. They also bear full responsibility for their decisions and personal development. Therefore, all choices, even those which at first glance may seem unreasonable, must be respected, and feasible measures must be taken to implement the student’s decision. This does not preclude drawing the student’s attention to factors that may be relevant to their success or failure (for example, requirements related to the study programme of which the student may not be aware).

3. Developing the potential of a person with a disability in relation to their educational journey

Selecting adjustments that would enable the student to acquire knowledge and develop practical skills. Care should be taken to ensure that the adjustments implemented allow the student to participate as fully as possible in the courses included in the study programme. Where the choice is between exempting a student from a particular activity (which in some cases may be an acceptable adaptation) and taking steps to ensure that the task can be completed by the student in a modified form, the latter option should be adopted.

4. The Rationality of Adjustment

Proposing economically rational adjustments that effectively level the playing field for persons with disabilities and ensure that academic standards are maintained. A rational adjustment is one that, in the best possible way, ensures access to the same content and enables the completion of practical tasks that are available to persons without disabilities. It must be borne in mind that, whilst such an adaptation may be theoretically possible, the cost or effort involved in implementing it may be too great. In such cases, it is necessary to seek alternative solutions.

5. Maintaining academic standards

Preparing adjustments whilst upholding the academic criteria applicable to all students. Achieving the intended learning outcomes is a right of students with disabilities. Any adjustments must therefore be designed in such a way as to ensure that the key elements of the study programme are preserved. For this reason, cooperation between researchers and academic staff specialising in a given field of knowledge is of paramount importance. Requirements for courses on the same subject across different degree programmes may vary; consequently, the proposed solutions will be appropriate in some situations but not in others.

6. Adaptations that most closely resemble the standard course of study

In other words, those which do not constitute a privilege for a person with a disability, but which would reasonably level the playing field in terms of their ability to participate in the educational process deemed optimal for the course in question. This principle aims to ensure that changes to the standard way of studying are kept to a minimum. It is also accepted that the originally adopted methods of conducting classes and examinations are significant for the course of study. For example, the use of a written examination format implies not only the assessment of a student’s knowledge, but also the assumption that the student should be able to demonstrate this knowledge in writing. For this reason, the adaptation of a written examination should primarily focus on modifying the method of writing (e.g. in large print, on a computer, or using Braille).

7. Equal rights and responsibilities

Ensuring not only that the rights of students with disabilities are upheld, but also that (by guaranteeing these rights) they fulfil their academic responsibilities to the same standard as students without disabilities. One of the aims of making reasonable adjustments is to strive for objectivity in assessing a student’s capabilities and, consequently, their performance. A positive assessment is merely confirmation that the student has acquired the knowledge and skills that were expected. Exempting a student from fulfilling their obligations may hinder them in achieving their intended goal. It will also be perceived by other students as preferential treatment. Measures for people with disabilities should ensure they are treated equally, giving them the opportunity to take responsibility for themselves and their duties to the same extent as people without disabilities.