Accessibility in Studies
Accessibility refers to the realization of the physical, mental and social environment so that everyone, regardless of their characteristics, can function on an equal footing with others.
Accessibility affects all students and all staff. It is particularly important for those members of the university community who have a disability who are aging or belong to cultural or linguistic minorities. Accessibility work is based on the Equality Act.
Accessibility work has a multifaceted effect on removing barriers to learning. In addition to the usability of the premises, attention is paid to the so-called removing invisible barriers. These include e.g. various specific issues related to learning problems and mental health barriers. Accessible learning is supported by students’ personal guidance.
Special arrangements for reading and learning difficulties
The special arrangements are intended to support students with dyslexia or other learning difficulties. On the basis of the dyslexia diagnosis or the doctor’s statement, the student may receive additional education or other special arrangements that may be necessary may be made. The special arrangement could be, for example extra time in the exam. To obtain the LUKI- card, the student must contact the School Social Worker. The school social worker prepares a recommendation regarding the student’s need for study-related support, based on the joint discussion and the documents submitted by the student. The student must notify the teacher of his / her right to additional time in advance.
Dyslexia card (LUKI-card)
The LUKI- card is issued to a student who has a document of dyslexia or other learning difficulties.
To obtain the LUKI- card, the student must contact the School Social Worker. The school social worker prepares a recommendation regarding the student’s need for study-related support, based on the joint discussion and the documents submitted by the student. After that, the student discusses with the teacher the reading and other learning difficulties so that they can be taken into account and special arrangements can be agreed.
The student notifies the teacher of the special arrangement advance in the Pakki and by e-mail.
The special arrangements are intended to support students with dyslexia or other learning difficulties
Special arrangements during the studies could be, for example:
- Extra time for exams and other similar assignments (20min/45 min)
- Making lecture materials available beforehand
- Personalized assignments
- The right to use a computer in a test situation
- Verbal instruction of the task and / or reading the task aloud
- Verbal examination or supplementation of the examination
- Typos do not affect the evaluation as long as the content comes across
- Where possible, a separate quiet area in exam situations
At the beginning of studies:
- Students are informed about the possibility of special arrangements
- Students are advised to inform their teachers about the learning difficulties
During the trainee period:
- Consult with the internship supervisor about special arrangements related to the internship
- If the student wishes, learning difficulties can be reported to the traineeship employer
- Students are encouraged to discuss about difficulties themselves.
While working with the thesis:
- If necessary, additional guidance is provided for writing the thesis
- The Dyslexia card (LUKI-card) is taken into account in the evaluation of the maturity sample
Exams and Maturity Test
A student who has difficulty with reading and writing always marks this information to the exam and the answer of the assignment by writing eg “Dyslexia card” or “LUKI-card”. In this way, the teacher can take this into account in the assessment. Typos do not affect the evaluation as long as the core message is transmitted.
The student is always in contact with the teacher before the exam about the extra time so that the teacher can prepare for it.
A student entitled to special arrangements must register for the repetition of only one exam per session. Recurrences last 3x 45 min, so no extra time is needed.
Accessibility of VAMK’s premises
All Vaasa University of Applied Sciences properties have unobstructed access. The properties are well connected to the rest of the city and parking for the disabled is also in order.
- All parking spaces on the properties have marked disabled spaces. (see map)
- Unobstructed access to the university premises through the main door (see map).
- VAMK has a wheelchair that can be borrowed for visitors, which can be inquired from the janitors if necessary.
- VAMK has several disabled toilets.
- There are several lifts to facilitate mobility
Contact:
Safety and Property Manager Sanna Torkko, sanna.torkko@vamk.fi
