Catalogue of educational support available at the Jagiellonian University for undergraduate and doctoral students with disabilities

This catalogue applies to all undergraduate and doctoral students, i.e. the following individuals: 

 a) persons with disabilities holding a valid disability-degree certificate or an equivalent document, 

b) persons with chronic illnesses who are not holders of a disability-degree certificate and whose health circumstances are confirmed by medical documentation presented at the JU DSS, 

c) persons whose sudden illness or accident result in their temporary incapacity in terms of full participation in university courses and such circumstances are confirmed by specialist documentation presented at the JU DSS. 

At the Jagiellonian University, educational support for persons with disabilities is provided by the following bodies with specific competences:

 1. The authorities of the University and its basic organisational units (deans of faculties or persons acting on their authorisation and heads of doctoral studies): decisions concerning the adaptations of the educational process (adjustments of courses as well as course completion assignments/tests and examinations) and award of dean's leaves; 

 2. The Disability Support Service: an opinion-issuing and advisory body in charge of:

a. the selection of appropriate forms of educational support adapted to the individual disability-related needs as well as the specific nature of the university course pursued; 

b. the effective adjustment of the educational materials to an accessible format on conditions specified in the Rules and Regulations of the Hamlet programme

c. consultations and training for undergraduate and doctoral students in modern technological solutions

d. consultations and training for teachers delivering courses

e. handling documents furnished by undergraduate and doctoral students confirming their disabilities (entering the data from the disability certificate or an equivalent document into the University Student-Oriented USOS System for the purposes of applying for the special bursary) 

f. cooperation with the Jagiellonian Language Centre and the JU Physical Education and Sports Centre in the area of organising English language courses and physical education classes at the swimming pool

g. sign-language interpreters

 3. Academic teachers:  lecturers and examiners in charge of implementing the adaptations of courses as well as course completion assignments/tests and examinations granted to undergraduate and doctoral students by the relevant authorities in a manner ensuring that such undergraduate and doctoral students can attain the results of their educational process.

 4. Building administrators in charge of the physical environment where classes and lectures are delivered.

 5. Administrative staff (e.g. material assistance coordinators, staff at dean's offices and secretariats) in charge of handling administrative matters for undergraduate and doctoral students with disabilities in accessible formats.

 6. Undergraduate and doctoral students with disabilities in charge of requesting accessible accommodations to their educational process and implementing adaptations of courses, course completion assignments/tests and examinations in agreement with the academic teachers who deliver the courses. 

This catalogue is open-ended leaving the possibility to apply for other formats of educational process accommodations than those specified below that are relative to the specific nature of the student's disability pursuant to Ordinance no. 86 by the Jagiellonian University Rector of 28 July 2017 on the adjustment of the educational process to the needs of persons with disabilities and persons with special health conditions.

 

Persons with sight disability

1) The adaptation of the educational process:

a) Some examples of accommodations related to course meetings and lectures:

  • The student may record course meetings and lectures
  • The teachers may provide the student with educational materials in an accessible format (e.g. electronic or with enlarged font);

b) Some examples of accommodations related to course completion assignments/tests and examinations:

  • Extending their duration
  • Making it possibile for the student to sit written examinations at a PC with specialist software
  • Offering examination sheets with enlarged font

 

2) The adaptation of educational materials to accessible formats, e.g.:

a) Electronic format

b) Enlarged font 

c) Braille

d) Tactile graphics

 

3) Advice and training for students in modern technological solutions which support the learning process, e.g.:

a) Advice in the selection of specialist software

b) Training in hardware and software use

4) English language courses delivered by teachers from the Jagiellonian Language Centre in the multimedia workroom at the JU DSS

5) Physical education classes delivered at a swimming pool by trainers from the JU Physical Education and Sports Centre

6) Cooperation of the JU DSS with academic teachers:

a) notifying the teachers of the accommodations granted to the student and how to prepare course meetings/lectures so that they become accessible to students with sight disability.

b) consultations and training for teachers in ways of supporting students with sight disability and adapting educational materials.

c) in terms of the technical organisation of course meetings and examinations.

7) Other: an instructive briefing in the topography of the university buildings where the student's educational units are located (like course rooms, secretariat and libraries)

 

Persons with hearing disability

 

1) The adaptation of the educational process:

a) Some examples of accommodations related to course meetings and lectures:

  • Use of teaching aids which facilitate the reception of information by the visual channel (e.g. multimedia presentations, slides, graphs, charts, maps, illustrations, photographs). 
  • Making the course materials available to the students sufficiently early before the meeting (e.g. an e-format or paper-based outline, main points, references, multimedia presentations) 
  • Making technological solutions available to the student, like hearing support systems (FM) and inductophonic loop.

b) Some examples of accommodations related to course completion assignments/tests and examinations:

  • Extending their duration;
  • Receiving written questions during oral examinations; 
  • Replacing oral with written tests.

 

2) Advice and training for students in modern technological solutions which support the learning process.

3) English language courses delivered by teachers from the Jagiellonian Language Centre in the multimedia workroom at the JU DSS. 

4) Cooperation of the JU DSS with academic teachers:

a) notifying the teachers of the accommodations granted to the student and how to prepare course meeting/lectures so that they become accessible to students with hearing disability.

b) consultations and training for teachers in ways of supporting students with hearing disability.

c) in terms of the technical organisation of course meetings and examinations:

5) Sign language interpreter

6) Other: assistance in obtaining notes from lectures/course meetings when the student's disability makes it impossible for him/her to take them independently.

 

Persons with mobility disability

1) The adaptation of the educational process:

a) Some examples of accommodations related to course meetings and lectures:

  • Replacement of course/lecture venues with those which are physically accessible;
  • Possible modifications of the course schedule or/and student group change;
  • The student may record course meetings and lectures;
  • The student may receive educational materials from the teachers;
  • Support for persons with hand/arm disability during course meetings, e.g. in a laboratory;

 

b) Some examples of accommodations related to course completion assignments/tests and examinations:

  • Extending their duration;
  • The student may sit written examinations at a PC; 
  • The student may be allowed short break during written examinations; 
  • Support during written examinations for persons whose disability results in their inability or difficulty to write independently;

 

2) The adaptation of educational materials to accessible formats, e.g. electronic;

3) Advice and training for students in modern technological solutions which support the learning process.

4) Physical education classes delivered at a swimming pool by trainers from the JU Physical Education and Sports Centre;

5) Cooperation of the JU DSS with academic teachers:

a) notifying the teachers of the accommodations granted to the student and how to prepare course meeting/lectures so that they become accessible to students with mobility disability.

b) consultations and training for teachers in ways of supporting students with mobility disability.

c) in terms of the technical organisation of course meetings and examinations:

6) Taking a dean's leave using the opportunities presented by the JU Studies Regulation, in the form of:

a) a dean's leave for a single term or year when the student's health circumstances make it impossible for him/her to fulfil his/her academic obligations;

b) a dean's leave with the right to attend selected courses and complete some of them when the student's circumstances make it significantly difficult for him/her to fulfil his/her academic obligations.

7) Other: 

a) support in obtaining indispensable literature or other educational materials as well as in handling administrative matters when the student's disability or physical inaccessibility of the relevant university units prevents the student from being independent in that regard;

b) assistance in obtaining notes from lectures/course meetings when the student's disability makes it impossible for him/her to take them independently.

 

Persons with mental-health difficulties

 

1) The adaptation of the educational process:

a) Some examples of accommodations related to course meetings and lectures:

  • The student may be enjoy an increased absence limit and possibility to make up for the missed course meetings/lectures on conditions agreed with the teachers delivering the courses;
  • The student may record course meeting/lectures;
  • The student may receive educational materials from the teachers;
  • The student may be given more time to prepare course completion assignments, in particular extensive written work, as well as, when needed, allowed to divide them into smaller sections;

b) Some examples of accommodations related to course completion assignments/tests and examinations:

  • Extending their duration;
  • Spreading examinations over time during the end-of-term session; 
  • The student may take examinations in parts when they cover extensive material;
  • The adaptation of the examination format.

 

2) Advice and training for students in modern technological solutions which support the learning process.

3) Cooperation of the JU DSS with academic teachers:

a) notifying the teachers of the accommodations granted to the student and how to prepare course meeting/lectures so that they become accessible to students with mental-health difficulties.

b) consultations and training for teachers in ways of supporting students with mental-health difficulties.

c) in terms of the technical organisation of course meetings and examinations.

4) Psychiatric consultations to define the necessary support to be provided by the University. 

5) The LEO programme: additional educational support for students with mental-health difficulties in the form of a series of meetings with a psychologist focusing on stress management, learning techniques, etc. 

6) Taking a dean's leave using the opportunities presented by the JU Studies Regulation, in the form of:

a) a dean's leave for a single academic term or year when the student's health circumstances make it impossible for him/her to fulfil his/her academic obligations;

b) a dean's leave with the right to attend selected courses and complete some of them when the student's circumstances make it significantly difficult for him/her to fulfil his/her academic obligations.

7) Other: regular meetings with a DSS adviser to support the university study process.

 

Persons with autism spectrum disorder

 

1) The adaptation of the educational process:

a) Some examples of accommodations related to course meetings and lectures:

  • The student may record course meetings/lectures;
  • The student may receive educational materials from the teachers;
  • The student may be given more time to prepare course completion assignments, in particular extensive written work, as well as, when needed, allowed to divide them into smaller sections;
  • Replacing papers and presentations to be delivered as well as verbal activities during course meetings with written formats of course completion assignments (e.g. test, essay);

b) Some examples of accommodations related to course completion assignments/tests and examinations:

  • Extending their duration;
  • Spreading examinations over time during the end-of-term session; 
  • The student may take examinations in parts when they cover extensive material;
  • The adaptation of the examination format;
  • The student may sit examinations at a PC.

 

2) Advice and training for students in modern technological solutions which support the learning process.

3) Cooperation of the JU DSS with academic teachers:

a) notifying the teachers of the accommodations granted to the student and how to prepare course meeting/lectures so that they become accessible to students with autism spectrum disorder

b) consultations and training for teachers in ways of supporting students with autism spectrum disorder

c) in terms of the technical organisation of course meetings and examinations:

4) Taking a dean's leave using the opportunities presented by the JU Studies Regulation, in the form of:

a) a dean's leave for a single academic term or year when the student's health circumstances make it impossible for him/her to fulfil his/her academic obligations;

b) a dean's leave with the right to attend selected courses and complete some of them when the student's circumstances make it significantly difficult for him/her to fulfil his/her academic obligations.

5) Other: 

a) assistance in obtaining notes from course meetings/lectures, if necessary;

b) support in finding a fellow student in the same year who the student can contact in case of doubts or questions related to the studies;

c) regular meetings with a DSS adviser to support the university study process.

 

Chronically ill persons

1) The adaptation of the educational process:

a) Some examples of accommodations related to course meetings and lectures:

  • The student may be enjoy an increased absence limit and possibility to make up for the missed course meetings/lectures on conditions agreed with the teachers delivering the courses;
  • The student may receive educational materials from the teachers;
  • The student may have his/her knowledge verified at individual sessions, if his/her health circumstances make it impossible for him/her to attend course meetings regularly;
  • A modification of the course schedule to minimise the absences related to his/her planned treatment.

b) Some examples of accommodations related to course completion assignments/tests and examinations:

  • Extending their duration;
  • Spreading examinations over time during the end-of-term session; 
  • The student may take examinations in parts when they cover extensive material;
  • The adaptation of the examination format.

 

2) Advice and training for students in modern technological solutions which support the learning process.

3) Cooperation of the JU DSS with academic teachers:

a) notifying the teachers of the accommodations granted to the student and how to prepare course meeting/lectures so that they become accessible to chronically ill students.

b) consultations and training for teachers in ways of supporting chronically ill students.

c) in terms of the technical organisation of course meetings and examinations:

4) Taking a dean's leave using the opportunities presented by the JU Studies Regulation, in the form of:

a) a dean's leave for a single academic term or year when the student's health circumstances make it impossible for him/her to fulfil his/her academic obligations;

b) a dean's leave with the right to attend selected courses and complete some of them when the student's circumstances make it significantly difficult for him/her to fulfil his/her academic obligations;

5) Other: regular meetings with a DSS adviser to support the university study process.

 

Persons with specific reading and writing difficulties

 

1) The adaptation of the educational process:

a) Some examples of accommodations related to course meetings and lectures:

  • The student may receive educational materials from the teachers;
  • The student may record course meeting/lectures.

b) Some examples of accommodations related to course completion assignments/tests and examinations:

  • Extending their duration;
  • Spreading examinations over time during the end-of-term session; 
  • The student may sit written examinations at a PC;
  • The student's minor spelling errors (like confusing the letter sequence or missing single letters) may be disregarded in tasks which are not aimed at checking spelling rules.

 

2) Advice and training for students in modern technological solutions which support the learning process.

3) Cooperation of the JU DSS with academic teachers:

a) notifying the teachers of the accommodations granted to the student and how to prepare course meeting/lectures so that they become accessible to students with specific reading and writing difficulties

b) consultations and training for teachers in ways of supporting students with specific reading and writing difficulties

c) in terms of the technical organisation of course meetings and examinations:

4) Other: regular meetings with a DSS adviser to support the university study process;

 

Persons with other health difficulties

 

Persons with disabilities which have not been mentioned above, including those whose sudden illness or accident result in their temporary inability to fully participate in course meetings/lectures, persons with speech disorders etc. may request adaptations of course meetings and examinations meeting their individual needs related to their health circumstances and the specific nature of their university programme.