Student Support and Inclusion

The Office for Students with Disabilities at the University of Mostar was established within the framework of the TEMPUS project “Equal Opportunities for Students with Special Needs in Higher Education”. It is dedicated to improving accessibility, ensuring the rights and needs of students with disabilities, and enhancing their overall study experience — recognizing a diverse group that includes students with physical disabilities, visual impairments, speech, language and communication disorders, specific learning difficulties (dyslexia, dysgraphia, dyscalculia), mental health conditions, intellectual disabilities, chronic illnesses, and other forms of disability that may place students at a disadvantage compared to their peers. Drawing upon international conventions and the applicable legal framework in Bosnia and Herzegovina, which guarantee fundamental human rights including the right to education, the University of Mostar is committed to ensuring equal access to and active participation in higher education for all students. The Office’s primary mission is to provide assistance and support while promoting an inclusive approach towards students with disabilities.

The University of Sarajevo is committed to fostering an inclusive and equitable higher education environment through its dedicated Student Support Office, which serves as a central institutional mechanism for accessibility, inclusion, and student wellbeing, with particular attention to students with disabilities and other underrepresented or vulnerable groups. The Office is committed to creating a supportive, safe, and accessible learning environment through an individualized approach to academic support and study planning, and through continuous development of support services. Its work integrates academic, psychological, legal, and technical support, contributing to both student wellbeing and the overall quality of education.

The University of West Bohemia provides comprehensive support through its Counselling Centre for students with special educational needs. Services include individualized study plan modifications, counselling, assistive technologies, and various forms of study assistance. The university also offers document adaptation, transcription services, and accessible accommodation and campus facilities. A structured registration and assessment process ensures that support measures are tailored to each student and implemented in cooperation with faculties, promoting accessibility and equal participation throughout the study process.

Justus Liebig University Giessen provides comprehensive support for students with disabilities and chronic conditions through advisory and counselling services. The university ensures equal participation by offering individualized academic accommodations, including extended exam time, alternative assessment formats, and accessible study materials. Students receive guidance in navigating administrative procedures and study organization, while accessibility is promoted across teaching and learning environments. The support system emphasizes continuity throughout the student lifecycle and collaboration between central services and academic departments.

Marburg University offers structured support through its Service Centre for Students with Disabilities, focusing on accessibility and individualized assistance. Services include adapted computer workstations equipped with assistive technologies, and tailored examination arrangements such as extended time or separate rooms. All measures are implemented on an individual basis, ensuring equal opportunities while maintaining academic standards and supporting independent learning. Students also benefit from student assistants who offer support with adapting study materials, offer orientation programmes and digital support. Additionally, Marburg University closely works together with “Studierendenwerk Marburg”, which offers accessible accommodation including care services.

The University of Calabria maintains a long-standing commitment to inclusion through its dedicated service for students with disabilities and specific learning disorders. The university provides adapted entrance and examination procedures, assistive technologies, and specialized tutoring, including sign language interpretation. Additional support includes accessible study spaces, financial benefits, and transportation services within the campus. The service also promotes early identification of learning difficulties and continuous monitoring of student needs, ensuring equal access to academic and social participation.

(Please note: Service page is in Italian)

Comillas Contigo is the name of the Madrid-based university’s Office for Integral Attention to Students. Its aim is to promote inclusion, accessibility and equal opportunities for all students.

The Office has three core areas:

• Psychopedagogical Guidance: Supports students with disabilities and specific educational support needs by providing academic accommodations and guidance.

• Psychological Accompaniment: Offers confidential psychological support to help students with their wellbeing.

• Social Care: Helps students facing financial, family, social or personal difficulties, including international students.

Students can contact the Office via the website or by email, or be referred by a professor or another university service. After an individual assessment and, when needed, the review of medical or psychoeducational reports, the Office works with faculties to provide reasonable academic accommodations.

The Office for Integral Attention to Students also promotes an inclusive university environment by collaborating with other university services. It works together with the Health Service to promote healthy habits and wellbeing, and with the Office for International Relations through the Buddy Program, which helps international students become part of the university community.

Detailed Support Measures

Lecture-related accommodations

• Lectures are recorded with a voice recorder upon student request, and students with disabilities are provided with access to these recordings.
• Lecture notes and presentations are provided to students with disabilities by the course instructor. These presentations are prepared in Braille when necessary.
• Course syllabi, which include a detailed course plan, weekly topics, assignments, assessment criteria, and attendance information, are prepared in written or digital format upon the request of a student with a disability.
• To provide academic support to students with disabilities during classes, a volunteer student is assigned to provide peer support and also serve as a note-taker.
• Practical spaces such as laboratories, kitchen workshops, and art studios in departments requiring practical training are ensured to be accessible to students with disabilities.
• Necessary air conditioning is provided in educational environments.
• Volunteers are provided to offer support outside of class for students with disabilities who cannot follow the lesson effectively.
• Course resources are provided in electronic formats, audio recordings, or printed in Braille, and made available to students with disabilities upon request, as far as possible.
• If students with disabilities request it, subtitling support will be provided for appropriate visual and audio materials used in lessons.
• Audio descriptions will be provided for visual-based educational materials such as videos and films used in lessons upon the request of students with disabilities.
• Reading sections are designated for students with disabilities in the library, and the necessary equipment needed for reading books is provided.

Exam practices

• When assigning exam tasks, the presence of a student with a disability is taken into consideration.
• Easily accessible exam rooms, located on the ground floors of buildings whenever possible, are planned for students with disabilities.
• The requests of students with disabilities are evaluated and an exam schedule is prepared for a maximum of two exams per day.
• Announcements, reminders, or corrections regarding exams or questions made by exam invigilators are made with consideration for the disabilities of students with disabilities.
• When necessary, students with disabilities are allowed to take exams individually.
• If necessary, students with disabilities are provided with assistive devices (hearing aids, telescopic glasses, prismatic glasses, magnifying glasses, etc.) during exams.
• If necessary, students with disabilities are allowed to write their answers on a computer during exams.
• Question booklets or question papers for visually impaired students with partial vision loss and low vision are available upon request, printed in 16–18 point font or larger.
• Visual aids are used during exams when necessary to enhance the clarity of questions.
• If necessary, a reader/marker (instructor) familiar with the terminology of the relevant department and the course being examined will be assigned to accompany students with disabilities during their written exams.
• Students with disabilities are permitted to take medications, medical supplies, or liquids related to their disability (insulin pumps, etc.) into the exam.
• If necessary, students are granted additional time during the exam. This additional time is 30% of the total exam time. Exam invigilators make announcements regarding exam times, locations, and questions, taking into account the relevant disability groups. Students with visual impairments are exempt from questions with figures.
• Special talent exams are based on the guidelines established by the Council of Higher Education (YÖK). In cases not covered by the YÖK guidelines, the provisions of this guideline apply.

Alternative exam format options

• Reader assistance, peer support, or assistance from a department faculty member.
• Printer assistance.
• Use of tape recording, computers, or calculators.
• Braille format.
• Printing the exam paper and presenting it in a larger font.
• Using the oral exam format (with the student’s consent).

Çukurova University emphasizes that inclusive higher education should ensure equal access, participation, and academic success for all students, particularly students with disabilities, chronic conditions, and learning differences. Universities in Türkiye provide individualized support measures such as adapted examination procedures, assistive technologies, accessible learning materials, peer support, counselling services, and flexible teaching arrangements. The regulations also highlight practical accommodations including extended exam time, accessible classrooms, Braille and digital materials, subtitling, note-taking assistance, and the use of assistive devices during exams. A central idea throughout the documents is that inclusion should not focus on students’ limitations, but rather on removing institutional and environmental barriers and promoting autonomy, equal participation, wellbeing, and full engagement in university life.