“Being well-prepared to conduct a visitation interview about studying with support needs.”
About 30% of students in higher education experience a disability. In addition, 10% of all students experience barriers to study. This makes the theme of accessible education indispensable in quality assurance.
Studying with a disability or support need is part of the Institutional Quality Assurance Review (ITK).
The Higher Education Act requires institutions to make provisions that promote accessibility and studyability for students with support needs.
It is not only about students with disabilities, but also about other support issues, such as family care, pregnancy, young parenthood or gender transition.
This guide helps review committees to discuss this topic in a well-prepared manner. The questions and themes are based on the ITK, but are also useful for internal quality assurance and policy development. Especially in the Plan-Do-Check-Act cycle, this document can provide direction.
What do the handbook offer?
Concrete questions to structure conversations (five key questions).
Practical concerns and examples to ensure accessible education.
Tools for quality assurance within the Plan-Do-Check-Act cycle.
A bridge between vision, policy and practice so that institutions can achieve sustainable improvements.
Who are the handouts for?
Visiting committees conducting interviews as part of the Institutional Quality Assurance Review (ITK).
Administrators, policy makers and quality assurance staff within higher education institutions.
Teachers and counselors involved in policy and implementation around students with support needs.
Five key questions for visitation interviews
How is the vision of studying with support needs supported?
Are we still looking from a medical model (focus on limitations), or from a social model (focus on removing barriers in the learning environment)?
Is the vision broadened to include all students with support needs?
How is policy embedded in the organization?
Is the Measurement Committee’s frame of reference used as a starting point?
Is studying with support needs part of a broader diversity and inclusion policy?
How flexibly can the institution respond to changing needs?
How are students with support needs and staff involved?
Are adjustments made mainly after individual requests?
Or are policies shaped proactively and structurally?
How will the UN Convention on Disability, which calls for the active involvement of students and staff, be implemented?
How is human resources management arranged?
Are all staff (from BoM to support staff) aware of their roles?
How are responsibilities invested?
How is expertise secured (e.g., through training, BKO/SKO)?
How are policies evaluated and adjusted?
Is using data, such as from surveys, for example the NSE.
Are students with support needs actively surveyed?
How will there be feedback on what happens to evaluation data?
Themes and sub-aspects from the Commission Measurement Reference Framework
Information and education
Education and study check pay attention to studying with support needs.
Information provides insight into all relevant aspects.
Information is targeted to prospective students, faculty and supervisors, and accessible through multiple channels.
Upon enrollment, students receive information and can express their support needs.
Physical and digital accessibility
Buildings, teaching spaces and facilities comply with the Accessibility Manual.
The website meets Drempelvrij.nl and the digital learning environment meets WCAG criteria.
Study materials are timely and user-friendly.
Guidance
Students with support needs are actively approached for an intake.
Guidance is provided as needed and agreements are recorded in writing.
Implementation of agreements is monitored.
Whenever possible, the student will have a regular supervisor.
Expertise
Expertise of employees is actively promoted.
Directly involved employees have a basic level of knowledge.
Institutions invest in professionalization and knowledge sharing.
Flexible learning pathways
Students have the opportunity to follow a flexible learning pathway.
Teachers consider diverse support needs in instructional design.
Testing and examination
Examination boards use set criteria when deciding on applications.
Annual reports include reports on studying with support needs.
Teachers are encouraged to design accessible tests (e.g., multiple test formats, custom formatting).
Ensuring quality and continuity
Continuity of policy is ensured.
Evaluations take place and students are surveyed in the process.
There is clarity on the use of evaluation data.
The student statute defines provisions and rights.
Internship and work
Students with support needs are taken into consideration when distributing internships.
Internship officers are well informed about opportunities and facilities.
Contacts are in place with employers who welcome students with support needs.
Students receive additional career guidance as needed.
The guide was created in cooperation with the Netherlands – Flanders Accreditation Organization (NVAO), Erasmus University Rotterdam, Free University Amsterdam and Fontys University of Applied Sciences. (2019)
