One of the obligations of Polish universities, regulated by th Higher Education Act (Article 13(1)(9)), is to ensure for persons with disabilities conditions conducive to their full participation in the educational process and scientific research.
The Jagiellonian University boasts modern solutions in that regard, as reflected in the provisions of the Studies Regulation as well as Ordinance no. 150 by the Jagiellonian University Rector of 22 December 2020 on the adjustment of the educational process to the needs of persons with disabilities and persons with special health conditions
Educational suport means activities aimed at adapting the way the student's educational process is organised and duly delivered given their health circumstances, while maintaining the educational standards in force. Directly in the educational process, such support involves three parties:
- the student who is responsible for his/her own decisions related to the studies, including the participation in the educational support process,
- the JU Disability Support Service, an advisory body as regards the adaptations of the educational process to the student's individual needs conditioned by his/her health circumstances,
- academic teachers who have the substantive competences in a given field knowledge, which combined with their knowledge of the educational standards make it possible to jointly develop reasonable accommodations of the studies and their practical delivery.
The following seven principles which guide the advisers at the JU Disability Support Service serve to define the scope of the student's educational process adaptations:
Principle 1. Personalisation:
adaptations of the university study process of persons with disabilities are always prepared in response to his/her individual educational needs related to the nature of his/her health circumstances at a given time as well as the specifics of a given university course, including the conditions in which it is delivered.
Principle 2. Empowerment,
or respecting the autonomy of persons with disabilities and their right to decide about themselves.
Principle 3. Developing the potential of disabled persons related to the course of their university studies.
This means selecting such adaptations which would let the student acquire knowledge and develop practical skills.
Principle 4. The reasonableness of the accommodation,
that is suggesting adaptations that are reasonable in economic terms and effectively ensure equal opportunities for the disabled person as well as the maintaining of the academic standard.
Principle 5. Maintaining the academic standard,
or preparing adaptations without compromising the substantive criteria binding for all the student on a given course/programme.
Principle 6. Adaptations as close as possible to the standard scenario of the course meetings/lectures,
that is such that are not privileges for persons with disabilities but reasonably ensure equal opportunities for them as regards access to the educational offer considered optimal on a given university programme.
Principle 7. Equal rights and obligations,
that is focusing not just on exercising equal rights by persons with disabilities but also (thanks to ensuring such rights) on making sure that the students' obligations are fulfilled as they are by non-disabled students.
Source: M. Perdeus-Białek, D. Nowak-Adamczyk, Równe traktowanie na Uniwersytecie Jagiellońskim. Przewodnik po zasadach wsparcia edukacyjnego dla studentów i doktorantów, Krakow 2013, p.10.