the impact of the bologna process on students with disabilities by sven drebes and andrea hellbusch...

The impact of the Bologna Process on students with

disabilities

by Sven Drebes and Andrea Hellbusch (DP „Tandem in

Science“, Germany)

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Bologna-Process

Introduction of consecutive study system:

deep change in German higher education system

less opportunities of flexible study arrangements

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Aims of Bologna-Process

• increase students’ mobility

• higher comparability of European degrees

• reduce average period of study

• raise graduations

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Consequences on disabled students

• stricter regulation of new study courses leads to less individual flexibility

• exam modifications are not assured in the new regulations yet

• missing of compensations in admission leads to discrimination of disabled applicants

• meeting the costs for special needs in master courses is not assured yet

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German DP “Tandem in Science”

Coordination of the developmentpartnership by Paul-Ehrlich-Institute

Main objective:• to improve the conditions for vocational

training, (further) scientific qualification and employment opportunities of disabled employees in the field of science and research

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Bologna-Workshop

September 2006:

• DP hosted an expert workshop dealing with the consequences of the Bologna-Process for disabled students

Result: recommendation for adjustments to prevent disadvantages in university admission, workload, course and examination regulation

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Recommendations

1. Admission to university

Preferred admission for disabled students in case that:

• waiting time cannot be bridged in a suitable and reasonable manner

• a disability or severe illness would make a later beginning impossible, or

• there is a link between disability and a limited professional choice

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1. Admission

• admission procedures at universities have to be created barrier-free

• involvement of Disabled Students’ Officers or other experts upon request of the applicant with the disability/ chronic illness

5% of the study places should be reserved for disabled students

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2. Workload

• possibility of adapting the workload to disability must be provided

• no penalties if workload can not be met because of disability

• opportunities for learning by oneself have to be maintained

• substitution of practical modules

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3. Examinations

• compensations and modifications have to be possible in all types of exams

• these have to be reached in a simple, transparent and unboureaucratic way

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Mainstreaming

• worked-out recommendation is supported by different organizations

• recommendation was presented at several official occasions

• hosting of public panel discussion in Berlin in July 2007

• appointment with the “Council of accreditation of study courses”

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Contact

Sven Drebes

drebes@behinderung-und-studium.de

Andrea Hellbusch

andrea.hellbusch@uni-dortmund.de

Thank you for your attention!