Tr leyla harputlu

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Tr leyla harputlu

  1. 1. Disabled Students in Higher Education in Turkey Prof. Dr. Leyla HARPUTLU Ahi Evran University Dean of the School of Education
  2. 2. We are aware of the fact that <ul><li>some children are unfortunately born with or acquire an impairment everyday. </li></ul><ul><li>disability is not only a question of physical or mental status from childhood but may occur to anyone through accidents, illnesses or conflicts during a life time </li></ul>
  3. 3. We must also be aware of the fact that : <ul><li>we have responsibilities to ensure that every child gets the best start in life and the ongoing support that they and their families need to allow them to fulfill their potential. </li></ul>
  4. 4. <ul><li>value the lives of people with disabilities in Turkey, </li></ul><ul><li>avoid the negative stereotypes about people with disabilities as suffering, uneducated individuals in need of assistance to end our lives, Bullets go in here </li></ul><ul><li>supports people with disabilities their constitutional rights to equality, personal security, and human dignity, </li></ul><ul><li>promote a positive image of persons with disabilities as contributing members of Turkish society, </li></ul>Therefore, we must
  5. 5. <ul><li>The present situation of disabled students at Ahi Evran University </li></ul>
  6. 6. 1. Policy <ul><li>Disability legislation (2005) </li></ul><ul><li>A Directive on Disability in Higher Education (June 2006) </li></ul><ul><li>A platform for disability advisers/ coordinators/ </li></ul><ul><li>A Turkish students with disability e-group (since March 2009) </li></ul>
  7. 7. 2. Disabled students at the University <ul><ul><li>There is 1 disabled students out of the total enrollment of 2 200. </li></ul></ul><ul><ul><li>The Disabled student is a male students. Physical and visual impairments are mentioned. </li></ul></ul>
  8. 8. 3. Entrance requirements and programmes availabl e <ul><li>Entrance requirements are the same for all, i.e. scoring the required grade results in the University Entrance Examination. </li></ul>
  9. 9. 4. Problems encountered and future plans <ul><li>We have no equipment </li></ul><ul><ul><li>Braillers, </li></ul></ul><ul><ul><li>Braille paper, </li></ul></ul><ul><ul><li>tape recorders, </li></ul></ul><ul><ul><li>empty cassettes </li></ul></ul><ul><li>A digital library GETEM </li></ul>
  10. 10. 5. Additional support <ul><li>Support to disabled students is very minimal. </li></ul>
  11. 11. 6. Study career
  12. 12. 7. Facilities for the disabled students and interaction <ul><li>No computer to facilitate the learning of blind student. </li></ul><ul><li>Ideally we need staff and special paper for printing limit the use of this facility. </li></ul>
  13. 13. 8. Co-operation <ul><li>No co-operation with other universities, </li></ul><ul><li>neither it has liaised with any disabled association </li></ul>
  14. 14. Suggestions <ul><li>Disability Support at University should be implemented. </li></ul><ul><li>An advisory group should work at university level, preparing information, organizing training, collecting information and producing reports.  </li></ul>
  15. 15. Suggestions <ul><li>Standards should be developed in consultation with representatives from the full range of participants whose experiences and needs must be considered.  </li></ul><ul><li>Standards should be set for the teaching, assessment and examinations and general conditions for students with disabilities at faculties across the university. </li></ul>
  16. 16. Suggestions <ul><li>Access is about reaching information as well as places: access to materials, and architectural access.  Physical access must consider the needs of all, including people with chronic illness, unseen disabilities, etc. </li></ul><ul><li>All common buildings (student affairs, rectorate, library, canteen, health centre, etc) should be physically accessible.  A number of dormitory places should be accessible; all dormitories entrances should for accessible. </li></ul>

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