Author: Michał Pawłowski
Adaptation in the learning process is one of the most important forms of support for individuals with disabilities during their time at higher education institutions. The choice of adaptation forms, and above all, their implementation and customization to the types of disabilities, allows these individuals to participate in classes actively, consequently achieving effective learning outcomes. From the perspective of these individuals, a higher education institution must provide a range of adaptation options tailored to various types of disabilities. Advanced and modern technologies play a vital role here, creating new forms of adaptation for many groups of people with disabilities, for whom adaptation has been challenging or sometimes seemingly impossible. Below are various forms of adaptation, ranging from the most traditional and elementary to the most cutting-edge:
- Assistant
Assigning an assistant to a person with a disability who will help them during and outside classes is one of the most effective forms of adaptation and assistance. The assistant must be familiar with the type of limitations the student faces, at least at a basic level. Ideally, the assistant should come from the same academic field. The assistant’s tasks primarily include recording classes, sharing notes, assisting with mobility on campus, and liaising with academic instructors. It is crucial for the selected assistant to be a real support in the learning process. Encouraging candidates for assistant roles may include offering internship credits or potential remuneration from university funds.
- Adaptation of Educational Materials to an Accessible Format
Given the widespread availability of presentation software and graphic programs, instructors can adapt their presentations or other educational materials to the needs of individuals with disabilities. For individuals with vision impairment, this could involve special tactile graphics or Braille provided on special tablets, while for those with hearing impairments, presentations may replace auditory content with visual elements. The main effect of adapting educational resources should be including individuals with disabilities in regular classes.
- Architectural Adaptations
Proper functioning in the university environment requires the appropriate adjustment of campus spaces to ensure accessibility for individuals with mobility impairments. In addition to basic elements such as elevators or ramps on campus, there is a growing trend in using Braille signs next to rooms and interactive maps in the form of mobile applications or guides that, when utilizing appropriate technological tools, can be extremely helpful in navigating the university grounds. Financial support for transportation costs between university facilities and to and from the university and between the university and the place of residence is becoming increasingly common.
In conclusion, adaptation for individuals with disabilities can take various forms, all of which should be tailored to individual needs to allow for the most inclusive participation in regular classes. Therefore, the collaboration between university staff responsible for supporting individuals with disabilities and the student self-government is of utmost importance. Such cooperation should be ongoing.