Table of Contents
- 0.1 Inclusive mentoring
- 0.2 Diversity of support in selectivity
- 0.3 «We are like half of a bridge between USAL and future students»
- 0.4 Different protocols depending on needs
- 0.5 Special chairs for injured people
- 0.6 Application Deadline
- 1 Given the emphasis on individual accommodations, how can universities foster a greater sense of community and peer support for students with disabilities?
Sunday, November 24, 2024, 8:20 p.m.
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Among the students of the University of Salamanca there are currently 313 with a recognized degree of disability, to which must be added others with specific educational support needs due to dysgraphia, dyslexia, ADHD, mental health problems or chronic diseases, among others.
Guaranteeing equal opportunities for all these people is a priority for USAL. This is handled by the Diversity and Inclusion Support Unit of the Social Affairs Service (SAS), which this year serves 400 students, as explained by technician Cristina Calvo.
The SAS was created 25 years ago, in 1999, and since then it has had this leg focused on inclusion. In all this time there has been a great evolution. At first, a tiny percentage of these people reached the university system because without adequate diagnoses or support they were left behind. Many ended up in unskilled jobs. Now many barriers have fallen and that allows them to pursue university studies.
With reasonable adjustments or adaptations, barriers for these students can be eliminated. But from this unit they have also been raising awareness and training teachers to achieve this for years. That means that the path is currently quite paved at this point.
Inclusive mentoring
Having the experience of someone with similar difficulties and who has gone through the same thing successfully is an advantage. And that is the basis on which the Inclusive Mentoring program that they also have in place is based. Through it they connect mentor students with mentored students. The former volunteer their time and knowledge to help their colleagues overcome the difficulties they may encounter.
“We look for the most suitable person for the profile of the student who expresses a need,” explains Cristina. His colleague Lorenzo García warns that this figure cannot in any case be confused with a personal assistant. “He is a colleague who has gone through that stage and can offer information and advice to make it easier for you to organize your academic life.” This year they have 27 people in this initiative that above all facilitates the integration of students with specific learning needs and disabilities.
autism spectrum disorder
Miguel
We spoke with two of the students who have gone through this experience. Miguel was diagnosed with autism spectrum disorder (ASD) and schizoid disorder one or two years before coming to study at USAL. During the three previous courses he has been mentored and this year he is the mentor. He considers that it is an enriching experience, which has helped him, but he proposes as an improvement the implementation of group mentoring to have more points of view on how to face a situation.
In addition to the support of the SAS, he recognizes that the help he receives from the Asperger’s association is essential for him. Currently, what causes him the most difficulties is doing group work, but he affirms that in many cases the teachers are aware of this and allow him to do it individually.
Attention deficit disorder and dysgraphia
Alfonso
For his part, Alfonso was a “very active” child. He remembers that around the age of 8 or 10 he had diagnostic tests that revealed his attention deficit disorder (ADD) and his dysgraphia. Since then he has been fortunate that the educational system has taken this into account, especially in Secondary School.
“In general I like to feel as normal as possible, although I know that it takes more time to achieve the same result as other people, which requires more effort.” He has been learning to self-manage and working on self-control for many years and in the SAS he has found a good ally.
He claims that most people accept their special needs or are curious to find out what’s behind it. Some teachers have asked him to explain his case to them so they can better support him. But he has also encountered other people who have not only not helped him, but have been cruel to him.
The computer is your best ally because it not only helps you with your handwriting. Due to attention deficit disorder, your ideas come out of order and unlike on paper, with the laptop you can quickly change the order of paragraphs when you write, or add more content to the previous question on an exam. This saves you from having to ask for extra time on exams.
Diversity of support in selectivity
One of the most relevant tasks of the Diversity and Inclusion Support Unit consists of helping second year Baccalaureate students, as well as people over 25 and 45 years old who face the dreaded entrance exams to the university. University. Lorenzo García affirms that “We are like half of a bridge between USAL and future students.”
«We are like half of a bridge between USAL and future students»
The exams are the same for all candidates, but there are multiple adaptations for those who require educational support due to their disability or specific needs. They come to the SAS through the counselors at their centers of origin. Last year they served 152 high school students (52 with technical support in the classroom), of which 102 passed, in addition to two women over 25 years old.
Each case is carefully analyzed because the cases are sometimes very diverse. The unit’s technicians meet with each of these people to learn first-hand about their specific needs.
There are situations that can be resolved with simple reasonable adjustments. For example, ADD and ADHD people have extra time to take exams and are placed in the first row of their assigned classroom. In the USAL Faculty of Sciences, a classroom is set up to accommodate students with greater difficulties.
Different protocols depending on needs
The protocol for students with an autism spectrum disorder is for a service professional to show them the classroom in which they will be tested a week before to help them reduce uncertainty so that this does not pose a problem on the first day of the tests.
In case of motor disability, for example, the appropriate place to access and place the wheelchair is sought. For visually impaired people who are partially blind, the exam is increased to DIN A3 so that they can read it. People with hearing disabilities have a sign language interpreter if necessary.
Cristina Calvo details that people with dyslexia or dysgraphia are allowed to take the exam on a computer. People with fine motor or arm problems can do it through transcription.
In some cases of dyslexia or other specific language disorders, technicians read the questions to the students to ensure that they understand them “they may confuse words or letters, for example, in a history exam Felipe II or Felipe III is very different,” he points out. . If the student has attention deficit, they must turn the page over and answer all the questions, for example.
The needs of people who suffer from chronic diseases such as diabetes or Crohn’s, among others, are taken into account. In the support classrooms they are allowed to eat, take medication, go to the bathroom or have a little more time depending on their circumstances.
Special chairs for injured people
Since a state of nervousness can exacerbate the symptoms of epilepsy, mats can also be placed in the classroom to prevent the student from hurting himself in the event that he becomes dizzy and falls during the exam. If necessary for different ailments, technicians can even call 112.
Sometimes there are cases of students with unique characteristics, for example, on one occasion there was a girl with a spinal device who could only stand or lie down. The SAS arranged for the students of a training cycle to make him a kneeler to support his knee and a stretcher to lie on.
In another case, for a person who had suffered a motorcycle accident days before and did not want to go to the special classroom, a table and a special chair were placed in his corresponding classroom.
On completely exceptional occasions, home examinations have even been carried out. One of them was during the pandemic, to a student with cancer. On another occasion to a boy from Zamora who had been in a traffic accident a week before.
Application Deadline
If for all students these are stressful tests, in the case of mental illnesses it multiplies considerably. All the staff in charge of this work are dedicated to ensuring that there is a good atmosphere in the classroom. “We try to make the climate pleasant so that the students do not have more stress than a test of this type already causes them,” they point out.
Sometimes they also assist students who, while in the regular classroom, suddenly suffer an anxiety attack. They try to calm them down right there or if necessary they are taken to the special classroom. However, they do not have additional time or other help. The rules of these tests are very strict, remembers Cristina Calvo.
SAS technicians travel when necessary to each of the centers in the provinces of Salamanca, Ávila and Zamora where USAL carries out these tests to guarantee that everyone has the same opportunities. Although the selectivity exams are not held until June, the deadlines for students to request these adaptations are closed between March and April, except in cases of unforeseen problems, such as an accident.
The objective is that these people, who in most cases have already suffered enough during their entire educational period, do not encounter an additional barrier in these tests that decisively mark their academic future.
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Given the emphasis on individual accommodations, how can universities foster a greater sense of community and peer support for students with disabilities?
## Open-Ended Discussion Questions Based on the Article:
**I. Accessibility and Support Services:**
* How effective are the mentoring programs at USAL in supporting students with specific learning needs, and what improvements could be made based on Miguel’s suggestion of group mentoring?
* How have technological tools like computers helped Alfonso manage his learning challenges? Could these tools be used more effectively by other students with similar needs?
* The article highlights various specialized accommodations for students with different disabilities during entrance exams. How can these accommodations be further improved or expanded to ensure equitable access for all students?
**II. Personal Experiences and Challenges:**
* **Miguel:** How has having Autism Spectrum Disorder and Schizoid Disorder affected your experience as a university student? What specific challenges have you faced, and how have you overcome them?
* **Alfonso:** What strategies have you developed over the years to manage your attention deficit disorder and dysgraphia? How do you feel society perceives these conditions, and how has that impacted your academic journey?
**III. Inclusive Education and University Culture:**
* How can universities create a more inclusive culture that embraces diversity and supports students with all kinds of learning needs beyond just providing accommodations?
* What role does awareness and understanding play in creating a supportive environment for students with disabilities? How can universities foster this awareness among faculty, staff, and the wider student body?
**IV. Future Directions:**
* What are some innovative ideas or initiatives that could further enhance the support systems for students with specific learning needs in higher education?
* What is the role of collaboration between universities, healthcare professionals, and advocacy groups in ensuring that students with disabilities have equal opportunities to succeed?
**V. Critical Analysis:**
* The article focuses on the positive aspects of USAL’s support system. What are some potential blind spots or areas for improvement that might be overlooked?
* How can universities better address the stigma and misconceptions surrounding disabilities, and promote a more inclusive and understanding environment?
By using these open-ended questions, discussions will encourage participants to engage in critical thinking, share personal reflections, and consider various perspectives on the topic of accessibility and inclusion in higher education.
