Video Lesson: Peer Support for Students with Disabilities

In the video lesson Peer Support for Students with Disabilities, Prof. Lelia Kiš-Glavaš, PhD, a full professor with tenure at the University of Zagreb Faculty of Education and Rehabilitation Sciences, Department of Inclusive Education and Rehabilitation, and student Lana Mihoković from the Faculty of Education and Rehabilitation Sciences, present how peer support for students with disabilities is organised in higher education institutions in the Republic of Croatia.

Watch the video on the topic Peer Support for Students with Disabilities.

Duration: 7 minutes and 8 seconds

Transcript

Dr. Leila Kiš-Glavaš, a professor at the Department of Inclusive Education and Rehabilitation, Faculty of Education and Rehabilitation Sciences, University of Zagreb, and Lana Mihoković, a student with a disability, will present how peer support for students with disabilities is organized in higher education institutions in the Republic of Croatia.

How is peer support for students with disabilities realized in higher education in Croatia? In Croatia, peer support for students with disabilities in higher education is mainly realized through courses, primarily the elective university course “Peer Support for Students with Disabilities”. In this course, students acquire the competencies to provide peer support and then continue to provide it to their colleagues, students with disabilities, over one or two semesters. In some university constituents, educational assistance is available, where students provide peer support to students with disabilities and receive financial compensation for their time through student contracts. However, I must say that we cannot always be sure of the kind of education, if any, the students are receiving, and somehow it seems to me that big mistakes can be made. Sometimes it’s better to not      provide any support than to provide inadequate support.

How did the university course "Peer Support for Students with Disabilities" come about? We created the course quite a long time ago. We started implementing it in the 2011/2012 academic year, and it has been offered every semester since. It was created as a project activity within a Tempus project - equivalent to today’s Erasmus Plus Capacity Building project - in which 12 partner institutions participated, eight of which were from Croatia. So, six of the then seven universities participated in creating this course. Today, the course is delivered at the University of Zagreb, University of Rijeka, and University of Zadar.

What are the experiences of students who enroll in the course? We conduct an evaluation of the course every semester, and I can say that the experiences, or rather      the benefits of the course, are mutual for both the student assistants who provide support and the students with disabilities. Students with disabilities, of course, become more independent in their daily academic activities, but what they really emphasize is that they also receive emotional support, social support, and form friendships.  I would perhaps also emphasize that they themselves point out that they are not only recipients of support, but that they also provide support by perhaps reminding student assistants of activities, obligations, and the like. Student assistants, on the other hand, gain many soft skills, and above all, they highlight questioning their own attitudes, value system, learning to set boundaries in relationships, learning assertive behaviour, and so on.

What are your experiences in receiving and providing peer support during your studies? Well, I am a student who receives peer support, and my experience with peer support is extremely positive. Since starting my studies, I have had a colleague who has provided me with support both      physically and emotionally, in the form of support, counselling, and conversations, up to those physical activities when I need assistance. And somehow, peer support has significantly eased my studying, provided me with a sense of security, and contributed to my better inclusion in the academic community. This approach or participation in peer support can certainly make a difference, and I would therefore recommend it to students with disabilities who decide to study.

What are the advantages and challenges in implementing peer support?

Well, first I will address the advantages. As I said, support is always on both the physical and emotional level, and that sense of security above all. The mere fact that you have someone you can always count on contributes to ease and security because, again, you don't have countless questions in your head about whom to ask for help, whether all students will be equally ready, and, ultimately, willing to help. So, I would highlight those two facts. As for the shortcomings, I personally have not experienced any, but perhaps I would mention the lack of confidence among the peer support providers. I mean, they attend these training sessions, but they are still insecure, still seeking some kind of confirmation from us about how they’re doing, they’re not sure of their competencies, or they doubt their abilities.

What are your suggestions for improving the implementation of peer support? In my opinion, this would be the sensitization of the community, raising awareness of society that every individual with a disability has their own story, and not everyone requires assistance to the same extent. Somehow, I got the impression that students are afraid of providing support or helping, and that they are quite insecure and somehow avoid it. On the other hand, self-empowerment of students with disabilities to dare to ask for help if they truly need it, because in my role, I see that there are students who need help, but they never dare to ask. There should be clear guidelines and instructions about how support is not the same as assistance.

Educated and sensitized student assistants, providing the basics of peer support to students, can help to enable students with disabilities overcome a series of organizational and objective obstacles in higher education, and thus participate in the creation of inclusive higher education.