Identify student user groups

The 2011 World Report on Disability published by the WHO provides the following definition of Disability: “Disability is a mismatched interaction between the features of a person’s body and the features of the environment in which they live”.

• Focus is on the learning activities that the student has to participate in to achieve the learning goals.
• The goal of the student support service is removing the barriers that prevent some students from participating on equal terms.
• The 2 main activities of the support service are supporting the students and monitoring and assuring the accessibility of the learning activities.

• Temporary disabilities.
  • Students who experience short-term impairment. Eg.students recovering from an accident.
  • They may need support during the remainder of the course.
  •  specific support actions for students in this circumstance.
    • Evaluate the potential barriers for the student in the remaining learning activities.
    • Arrange with teachers adaptation to accommodate the current abilities of the student.
    • Provide the student with technical aids and/or assistance if necessary for as long as he/she is affected by the impairment.
• Permanent disabilities.
  • Students affected by disabilities from the beginning of the academic period.
  • The supporting activities can be planned from the start of the course.
• Difference from temporary support actions.
  • The evaluation of the learning activities can be made before the start of the course.
  • Teachers can be notified and advised on how to make the learning activities more suitable for all.

• Minimum support.
  • Students with or without disabilities who do not need to use assistive technologies.
  • The main supporting activities are the basic ones like assuring the accessibility of the learning activities and being available for consultations.
• Basic support.
  • Students who are users of ATs.
  • Additional activities of the supporting office are:
    • Counselling and pairing students with the most suitable AT for them and the learning activities in which they will be involved.
    • Verify that the educational materials can be used by AT users.
    • Advise teachers on improving the learning activities so that they can accommodate for greater student diversity.
• Assistance-level support.
  • Students who will need special adaptation to overcome the barriers. Eg. a student with a hearing impairment attending a live lecture. A sign language interpreter or transcriber may be required.
  • Additional activities of the supporting office are:
    • Create the individual plan for student support carefully and in advance if possible.
    • Notify teachers of the need to adapt some learning activities and inform them of the procedures and standards for doing so.
    • Clarify with the student who is going to provide the adaptation and if necessary help them with the coordination, material provision and space they may need.
    • If the student does not have the professional assistance that they need then the supporting office may help in finding assistance and funding.
    • Some examples of student assistance are:
      • Sign language interpreter.
      • Transcription service.
      • Assistance when taking tests.
      • Accompaniment for students with reduced mobility or vision.
      • Laboratory assistants for students with reduced dexterity.