Disabled students

  • Rehabilitation

    Physical Education Study at SGGW organizes group rehabilitation classes for disabled students. They take place both in sports halls and in the swimming pool, according to the schedule on the Study website ( http://wf.sggw.pl/ – tab in the menu on the left).

    Before starting the classes, you should submit an appropriate medical certificate specifying the type of disability and possible medical recommendations or contraindications related to the type of disability.

  • Psychologist

    Do you have emotional problems? Would you like to deal with them?

    Request a free psychological advice.

    The Non-Public Healthcare Institution operating at the Warsaw University of Life Sciences offers such assistance to students registered in the university clinic.

    When reporting for an appointment this is not required a referral from a primary care physician. Detailed information can be obtained by calling: 22-59-314-36 or 22-59-314-30 and also by e-mail: zoz@sggw.pl

    Disabled students of WULS-SGGW, who are not registered with our clinic, and would like to consult a psychologist, can do so after obtaining initial approval by the Head of the clinic.

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    Society of Friends of Youth

    Therapeutic program

    “Helping young people with mental disorders”

  • For Teachers

    Tips for people conducting classes with students prepared by the associates of the Foundation Institute for Regional Development:

    • with specific reading and writing difficulties

    Author: Izabela Pietrowska, MA

    1. Students with specific reading and writing difficulties should be subject to the same requirements as other students, as they intend to obtain a university degree and the university is responsible for their diploma.
    2. It is recommended to provide a dyslexic student in a written form with a list of conditions necessary to pass a given subject.
    3. It is advisable to provide the dyslexic student with a list of topics that will be covered during each class, as it will enable him to prepare for them in advance.
    4. Students with specific reading and writing difficulties should be provided with the same messages as students without such a diagnosis. After agreeing with the teacher, it is reasonable to provide students with specific reading and writing difficulties before each class the outline of classes and didactic materials from classes (e.g. in the form of electronic files). Thanks to this, this group of students will be able to focus only on the issues discussed during the course, and not on taking notes. It will also enable them to master the material better. Students are then required to use the information thus obtained solely for their own use.
    5. Polysensory learning will help dyslexic students remember the required content.
    6. It is also reasonable to enable students with specific reading and writing difficulties to use assistive technologies (after consultation with the teacher), i.e. computer, voice recorder, speech synthesis programs, reading support programs. Students are then required to use the recordings of the classes for their own use only.
    7. It is recommended to allow the use of a computer during the preparation of papers and written exams.
    8. According to the course taught, it is proposed to adapt the exams by adjusting their form to the individual needs of students with specific reading and writing difficulties. For example, it could be possible to switch from a written examination to an oral examination while maintaining a balanced verification of the level of knowledge required from students. At the same time, depending on the specifics of a given subject, you may consider extending the duration of the exam. This group of students needs more time to analyze and synthesize the read and written text.
    9. The works of these students should be assessed on the basis of their content. Unless required by the subject, writing the work in non-calligraphic writing and / or with few spelling errors should not reduce its value. If the evaluator finds that the work has been written illegibly, the author of the work should be able to read it. It should be noted that this aspect does not apply to situations in which the aim of the work is to test the mastery of aesthetic spelling skills and / or knowledge of spelling rules.
    • with a speech disability

    Author: Andrzej Wójtowicz

    1. Students with speech disabilities should face the same requirements as other students, as they intend to obtain higher education, and the university is responsible for their diploma.
    2. People with speech difficulties should spend more time and attention by maintaining eye contact with them.
    3. Students with speech difficulties should be encouraged to continue formulating their speech – without correcting it, interrupting the speech or doing it. You should help only when necessary, for example, by suggesting a difficult word, but not more than one, and trying to do it as little as possible.
    4. If you do not understand what the student said, do not refrain from asking the student to repeat an incomprehensible fragment of the statement. In a particularly difficult situation, the student can be asked a question that requires a short answer, or only a head movement, expressing confirmation or denial.
    5. Persons with pronunciation problems can participate in classes and laboratories, during which the student gives oral answers. In such a situation, care should be taken to create the most comfortable conditions for the student’s speech, first of all to ensure silence and eliminate stressful circumstances.
    6. When delivering papers and presentations of students with a speech impairment, one should not exempt them from public speaking, but encourage them to prepare a multimedia presentation enriched with short comments. Detailed information can be placed on the slides. In the case of a student’s first lecture at a university, he or she may give a lecture in front of a smaller audience, in the presence of several colleagues from the year. It is aimed at gradual overcoming of barriers by the student and encouraging him to make further presentations in front of the whole group.
    7. Passes and examinations for people with pronunciation problems should be conducted in the same form as for other students. Only in exceptional cases, when oral communication is very difficult, should the written form be used.
    8. People with a speech impairment should be approached naturally, without fear. Fears and inhibitions can paralyze both the teacher and the student.
    • with the deaf and hard of hearing

    Author: prof. dr hab. Bogdan Szczepankowski

    1. Students with hearing disabilities should be required to meet the same requirements as other students, as they intend to obtain higher education, and the university is responsible for their diploma.
    2. In classes involving deaf and hard-of-hearing people, you should first of all speak clearly with a normal or slightly increased volume of voice (do not shout!) In a normal or minimally slow motion. In no case should you unnaturally slow down the pace of speech or exaggerate the articulation, as this will not avoid distortions. You should also not cover your mouth with your hand while speaking, chew gum, turn around, etc. Heavy facial hair covering the mouth may prevent deaf people from understanding what is being said.
    3. Before starting each speech, make sure that deaf people are watching you. If not – we draw their attention to ourselves by lightly touching the hand of the deaf person, waving our hand towards it (this is not understood as disregarding it) or “blinking” the room lighting.
    4. Remember that the lecturer’s face should be well lit, which will make it easier for deaf people to read speech from the mouth and observe facial expressions. You should not stand in the sun, in the window, and in rooms you should face the window or artificial light. You should look at the face of the closest deaf person for emotional contact.
    5. If a sign language interpreter takes part in the classes, it is worth remembering not to turn to the interpreter, but to all listeners, including deaf people. not with a translator.
    6. Statements addressed directly to the deaf person during classes or individual consultations should be short and concise. If you do not understand the utterance, repeat it using different words if possible. Sentences should be short, single, colloquial, supported by natural gestures. If you are unsuccessful in trying to communicate by speech, try to communicate in writing, also using short and simple sentences.
    7. If a deaf person is speaking but we are unable to understand him / her, give him a piece of paper and a pen by saying “please write it down” and making the writing gesture.
    • with the blind and visually impaired

    Author: Jacek Zadrożny

    1. The requirements for visually impaired students should be the same as for other students, because they intend to obtain higher education, and the university is responsible for their diploma.
    2. Ask the student discreetly how much he sees and whether the place he or she occupies in the room matters, and what help he or she will need.
    3. Recording activities is often the only way for blind people to take notes. In principle, copyright law allows the recording of classes, but the student should only use them for personal use.
    4. The student can use various aids: notebook, Braille typewriter, notebook, optical aids, and even their own lighting. Public attention to this may discourage him.
    5. Blind and partially sighted students should receive the same information as sighted students. The teacher should read aloud what he writes on the blackboard. If possible, it is worth providing materials in the form of electronic files. Presentation of figures, charts and diagrams should be accompanied by their verbal description. In the case of presenting exhibits, mock-ups, models, the student should be able to get to know the object by touch (if possible) or see it closely (visually impaired student).
    6. It is imperative that the questioner should specify verbally to whom he is addressing it, because a blind person will not react either to looking or pointing.
    7. Information on the required literature should be provided well in advance, as it is more complicated and time-consuming to reach for blind people than for sighted people.
      Checking knowledge should be as similar as possible to that used for sighted students. For visually impaired people, tests should be prepared using a large font, and for the blind – tests in electronic form (which can be filled in using a computer) or in Braille. It is also possible to change the written form of the exam into the oral one, with an equivalent test of the level of knowledge.
    • with physical disabilities

    Author: Małgorzata Radziszewska

    1. Students with physical disabilities should face the same requirements as other students, because they intend to obtain higher education, and the university is responsible for the diploma they obtain.
    2. It is important to remember about individual treatment of people with locomotor disabilities – each person has different motor abilities resulting from the type of disability and disease progression.
    3. You should discreetly ask the student what is the biggest problem for him and what he needs support, for example, whether the place he occupies in the room matters to him. Often, physical disability is accompanied by another (sight, hearing), which further limits the perception of this person.
    4. When talking with a student in a wheelchair, you should – if possible – assume a sitting position, and if this is not possible, stand at a distance that allows eye contact.
    5. For people with mobility difficulties (using a wheelchair, crutches, etc.), the lack of elevators, difficult access to them along with the need to quickly move between rooms, especially between buildings, is a significant obstacle. Often these people are not able to get to the classes without the help of others. Therefore, classes should be planned in such a way as to take into account the problems and needs of this group of students, i.e. to minimize the need to move between classes.
    6. If it is not possible to conduct classes in barrier-free buildings / rooms, you should – if possible – organize physical assistance or propose alternative forms of transferring knowledge.
    7. Recording activities is often the only way for people with physical disabilities to take notes, especially with their hands. In principle, copyright law allows the recording of classes, but the student should only use them for personal use. Registration can be done by recording sound (recorder) or image and sound (camera).
    8. When initiating behaviors that require raising hands (e.g. reporting for answers, you should be aware that they may be impossible to perform for people with hand disabilities (often accompanying people in a wheelchair.
    9. Checking knowledge should be as similar as possible to that used for non-disabled students. At the same time, people with writing problems should be allowed to pass oral exams. Persons for whom it is impracticable to reach the examinations on their own in a building with barriers should be allowed to conduct the examination in an accessible place, with an equivalent level of knowledge.

    A practical guide

    Savoir – vivre towards the disabled

  • Contact

    Duty of the representative every Thursday from 12.00 to 13.00 in room 1 in building 10,
    off duty tel. 22-593-76-19
    e-mail: non-disabled@sggw.pl

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