Video Lesson: Inclusivity in Higher Education from the Student's Perspective

In the video lesson titled "Inclusivity in Higher Education from the Student's Perspective", student Nevena Zubčić discusses her experience of inclusivity.

Duration: 4 minutes and 4 seconds.

Please watch the video lesson at least twice.

Transcript

In this video lesson, we will discuss the experience of inclusiveness for students with disabilities in higher education.

Do you think that higher education in the Republic of Croatia is inclusive? I believe that higher education in Croatia is still not completely inclusive, since the term 'inclusion' is often taken to mean only the level of acceptance by our environment, and no other things that should be considered. Likewise, people with disabilities are often considered those with visible/motor impairments or, for example, blind people, but not other persons with disabilities, such as the deaf or those with difficulties that are less evident.

What are your experiences during your studies in following lectures, learning, and assessment? My studies were quite challenging due to my eyesight. For example, there was no literature available to me in the required format. Presentations often had fonts that I found illegible—too small or with poor contrast.For exercises and practical classes, it was challenging to get to the location due to transport, or to find a location that I could even enter. If I could enter, then there were problems with perhaps small classrooms or the lack of an accessible washroom.

Regarding exams, there were situations when I wasn’t given extended time. Again, the exams were not printed in the appropriate fonts, or simply, if I requested an oral exam, I didn't receive the same questions as colleagues who took the written exam.

What are your suggestions for ensuring inclusive higher education for persons with disabilities in the Republic of Croatia? Well, there are many suggestions on how this should and could be improved. Absolutely,      persons with disabilities need to be aware of their own abilities and needs, but also the environment—professors and colleagues —need to be educated, to know that we are capable of studying, that there is no need to make allowances for us, but simply that      certain conditions need to be met so that we can have normal access to literature.  Or for example, when      videos are shown, they should be subtitled or with narration, or simply just to ensure that presentations have easily legible fonts and good contrast. Even the institutions themselves—higher education institutions are still not accessible, so we cannot choose what we want to study, but instead decide on what is physically accessible to us. This is how we make decisions, and certainly that we can move around within that institution, and not that we simply must be in either the first or last row because there is too little space for us to pass to another spot, or there are stairs. Likewise, there should be tables so we can write more easily, not just tables that are adapted for chairs, because they are oftentimes not comfortable even for colleagues without disabilities, and so on.

Good quality higher education must be available to everyone under equal conditions and with respect for the needs of students with disabilities. Despite numerous challenges, efforts are being made in the Republic of Croatia to provide students with disabilities with the best possible study conditions and necessary support, and to improve the quality of student life.