Case study of adapting literature for people with disabilities

1. Introduction

Digital technologies opens up new possibilities for adapting teaching content, communication and support to students with different needs, but at the same time they pose several organisational and technical challenges. In online and hybrid contexts, the availability and accessibility of educational materials become key prerequisites for the successful participation of students with disabilities. Creating an inclusive digital environment requires cooperation between different services and departments within the institution and developing awareness of the importance of Universal Design for Learning (UDL).

Effective inclusion in the higher education environment is not only limited to technical adjustments, but includes changes in the pedagogical approach, communication and activity planning. A key role is played by teachers, but also by administrative and technical services that provide the necessary infrastructure and support. In this context, e-learning systems and digital libraries have an important role in enabling access to content in different formats and through adapted technologies. This topic is particularly prominent in institutions that strive to integrate inclusive practices into their digital strategies and quality policies.

In this activity, you will gain insight into a case study on the topic of introducing a system for adapting printed literature and teaching materials for the needs of students with disabilities, which is being implemented at the level of a large higher education institution in cooperation with several faculty organisational units: the library, the office for students with disabilities and the e-learning support center.

The introduction of a system for adapting printed literature and teaching materials for the needs of students with disabilities at the Faculty of Humanities and Social Sciences, University of Zagreb, has been ongoing since 2015, which will be explained through this case study below. The following topics will be covered in this activity:

1. Introduction and context
2. Case description
3. Methodology
4. Analysis and interpretation
5. Discussion.

2. Introduction and context

The adaptation of literature for people with disabilities (PWDs) that will be presented in this case study is a project implemented by the Faculty of Humanities and Social Sciences, University of Zagreb (FFZG). The Faculty of Humanities and Social Sciences, University of Zagreb is one of the largest institutions in the science and higher education system in the Republic of Croatia with more than 7,000 students at all three levels of study: undergraduate, graduate and postgraduate. FFZG systematically develops support for students with disabilities through the coordinated work of three units: the Library, the Office for Students with Disabilities (SSI) and the Centre for e-Learning Support (CPEU). The project in this case study deals with the introduction and operationalisation of the adaptation of printed literature and teaching materials for the individual needs of students, but also for use in an online educational environment (the institutional distance learning system Omega based on Moodle LMS).

Project goal: To ensure equal access to materials and learning activities for all students with disabilities through an institutionalised, efficient and sustainable process of adapting materials.

The research questions posed in this case study are as follows:

1. How to organise cooperation between three organisational units (Library–Office for SSI–CPEU) so that adjustments are timely and of high quality?
2. What are the key steps and standards in converting materials into accessible formats?
3. How to effectively incorporate customised materials into online classes (Omega/Moodle LMS)?
4. What are the obstacles and how can they be reduced (resources, quality, teacher awareness)?

This case study shows a model of how research can establish a system for adapting a specific aspect of the work of a higher education institution to enable better inclusion. The first step is to choose a methodology for researching the current situation. The second step is to interpret the results based on the analysis and propose a business process that will include: an organisational model, the roles of individual units, the university and national framework, and digital and pedagogical adaptation procedures. These two steps will be described in more detail below.

3. Methodology

3.1. Analysis of documents and public sources

For the purposes of this case study, an analysis of publicly available documents and sources was conducted. First, the official websites of the Faculty of Humanities and Social Sciences, University of Zagreb, were reviewed, especially three key organisational units: the Office for Students with Disabilities (OSD), the library and the Centre for e-Learning Support (CPEU). The OSD Office's website provides information on procedures and forms for requesting adjustments to the teaching process and exams. The library offers information on support for students with disabilities and accessible aids, while the CPEU provides instructions on digitisation and adaptation of literature. Furthermore, the University of Zagreb website was analysed, which contains guidelines on forms of support and institutional frameworks for student support. Through this analysis, data on formal procedures, available resources and the role of different units in the process were collected.

3.2. Normative framework

The normative framework of this case study consists of national documents and recommendations of the Ministry of Science, Education and Youth of the Republic of Croatia. A particularly important document is the Guidelines for Improving the Support System for Students with Disabilities in Higher Education, which define standards and recommendations for universities and polytechnics in the Republic of Croatia. The guidelines serve as a reference framework because they prescribe forms of adaptation (teaching process, exams, literature), emphasise the importance of cooperation between different services within the institution, and encourage the development of universal learning design. They ensure that adaptations at the Faculty of Humanities and Social Sciences are aligned with national policy and international standards in the field of higher education and accessibility.

4. Analysis and interpretation

The analysis of the adaptation system for printed literature and teaching materials at the Faculty of Humanities and Social Sciences, University of Zagreb is based on an overview of the organisational model, the roles of individual units, the university and national framework, and the digital and pedagogical adaptation procedures. Each of the key procedures in the support chain is explained below, highlighting the practical steps and their importance for ensuring accessibility for students with disabilities.

4.1. Process organisation (service flow)

The procedure begins with the submission of a request through an online form (which is the responsibility of the Office for Students with Disabilities), where the student lists the necessary literature. This is followed by assessment and planning, the library checks available sources and publishing rights, and CPEU determines formats (according to the requests of the student who submitted the request) and technical requirements. The processing phase follows, which includes scanning, OCR text recognition and creation of a structured document adapted to screen readers, i.e. the software and technical solutions used by the student. At the end, the materials are delivered to the student, who then gives feedback on the quality of the adaptation and additionally confirms the technical compatibility with the specification he gave in the initial request.

4.2. Roles of units

The Office for Students with Disabilities coordinates the process, confirms the student's status and makes official recommendations on the adaptation of the teaching process. The library participates in finding and preparing originals and aids in documenting and securing usage rights. The e-Learning Support Centre receives requests, implements technical adaptation, including digitisation, document structuring and access control. The cooperation of these units ensures that students receive high-quality adapted materials in a timely manner.

4.3. The wider university environment

The University of Zagreb, through its Office for Students with Disabilities, prescribes forms of support, provides training and coordinates the work of coordinators at the constituent units. This ensures consistency in approach and fair distribution of resources among different faculties. In practice, this means that faculties do not act in isolation, but within the framework of a broader university strategy. In this way, the support system at the Faculty of Humanities and Social Sciences, University of Zagreb, gains additional weight and coherence with the broader system of which it is a part.

4.4. Connection with digital accessibility and online learning

The materials are not only adapted for individual students but can be immediately prepared for use in a digital educational environment (Omega/Moodle LMS). This includes adding title structure, alternative descriptions for images and using formats that are readable with the help of assistive technology. Integration in the LMS ensures that all students in an e-college have access to the same content, and the universal learning design enables wider application beyond the target group of students with disabilities. In this way, adjustments are transformed into permanent added value of teaching. This takes place if requested by teachers who have received information from the Office for SSI that they will have students with disabilities enrolled in their e-college in the current semester.

5. Discussion

The discussion provides a critical review of the system of adaptation of literature and teaching materials at the Faculty of Humanities and Social Sciences, University of Zagreb. The aim is to examine the advantages that the model brings, the challenges it faces, and the prerequisites necessary for further development and sustainability. The analysis shows that it is an example of good practice in higher education in Croatia, but also a system that requires constant improvement.

5.1. Advantages of the model

The strength of the model lies in the institutional collaboration between the Library, the Office for SSI and the Centre for e-Learning Support of the Faculty of Arts and Sciences. This interdisciplinary approach reduces the possibility of overlapping tasks and enables the timely delivery of adapted materials. The standardised workflow (student request > adaptation > control > adapted literature) ensures consistency and transparency of the process. The possible integration of materials into e-courses further increases accessibility and benefits all students, not just those with disabilities.

5.2. Implementation challenges

Despite its advantages, the model faces a few challenges. The most important are limited human and technical resources, as quality adaptation (especially for complex scientific texts, graphs and tables) requires a large amount of time and expertise. Multilingual sources pose a particular challenge, as the Faculty of Humanities and Social Sciences, University of Zagreb, offers many foreign language courses, where almost all literature is in a foreign language and script. Teachers are not always sufficiently educated about the principles of digital accessibility, which can lead to the creation of additional obstacles in online and hybrid teaching. Also, financial resources for the development and maintenance of software and hardware solutions are always provided, but they need to be planned and anticipated in a timely manner.

5.3. Prerequisites for quality and sustainability

For the model to be successful, clear format standards need to be introduced (e.g. DOCX with properly labeled titles, accessible PDF, EPUB or DAISY). Accessibility checklists and guidelines for teachers should be an integral part of every e-course. It is also important to develop an evaluation system, for example, monitoring the time needed for adaptation, student satisfaction and the impact on learning outcomes. Only through continuous improvement and education of all participants can the lasting quality and sustainability of the system be ensured.

6. Conclusion

The Faculty of Humanities and Social Sciences, University of Zagreb, has developed an operational and sustainable literature adaptation system based on the cooperation of the Library, the Office for SSI and CPEU and aligned with university and national guidelines. Key lessons learned are: a clear workflow and a single point of contact for students are necessary, the quality of accessible formats lies on standards and control, integration into the LMS multiplies the effects of such adaptation for students without disabilities as well. Further strengthening of teacher education and development of performance metrics are recommended in order to continuously improve accessibility and inclusivity of teaching.

7. Literature

• Support in achieving accessible and inclusive studying. Department for Academic Adjustment. Faculty of Humanities and Social Sciences, University of Zagreb, Office for Students with Disabilities. (nd). https://prilagodba.ffzg.unizg.hr/?page_id=684
• Support in achieving accessible and inclusive studying. Department for Academic Adjustment. Faculty of Humanities and Social Sciences, University of Zagreb, Office for Students with Disabilities. (nd). https://prilagodba.ffzg.unizg.hr/?page_id=346
• Information for students with disabilities. Faculty of Humanities and Social Sciences, University of Zagreb, Library. (nd). https://knjiznica.ffzg.unizg.hr/usluge/ssi/
• Digitisation: adaptation of literature. Faculty of Humanities and Social Sciences, University of Zagreb, Centre for e-Learning Support. (nd). https://cpeu.ffzg.unizg.hr/?page_id=407
• Office for Students with Disabilities. University of Zagreb. (nd). https://www.unizg.hr/studiji-i-studiranje/podrska-studentima/ured-za-studente-s-invaliditetom/
• Guidelines for improving the support system for students with disabilities in higher education in the Republic of Croatia. Ministry of Science, Education and Youth. https://www.unizg.hr/fileadmin/rektorat/Studiji_studiranje/Podrska/SSI/Smjernice_LKG_2016.pdf