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Mission, Vision, and Working Principles of Istanbul Technical University Disabled Student Unit


ITU Disabled Students Unit is a university unit structured in line with the relevant provisions of the Higher Education Institutions Disabled Students Counseling and Coordination regulation, which was prepared and implemented by the Council of Higher Education. Our unit plans and continues studies to focus on determining the disadvantages of students who continue their education at our University, during their education period, as a result of needing to plan the ability differences in the axis of the inclusive service and design approach of current standards. In addition, our unit eliminates the reasons that prevent them from participating equally in education due to temporary or permanent disability losses that they have experienced.

While the studies we continue are based on a student-oriented structure within the legal framework, we plan our studies with an approach based on universal design principles for everyone who can use the university facilities.


Our unit cares that the studies to be carried out in cooperation with all organs at our university are permanent and sustainable. It aims to ensure that all implemented improvements, and arrangements are among the priority values in all studies and establish accessibility awareness in the institution. In line with the purpose and justifications of its establishment, it plans activities that will facilitate the development of fast and effective solutions by eliminating the difficulties that students with disabilities will face with “reasonable accommodation” within the framework of equal and full participation of all students in education, taking into account individual differences, avoiding discrimination and isolation, directing those concerned correctly.

Our Principles

ITU Disabled Students Unit structures its work in line with established principles based on privacy and individual declaration. Within our institution, studies are carried out that prioritize the standards determined in terms of education and structural accessibility. In addition, the problems experienced by all students who have transferred the difficulties that fall under the duties and responsibilities of our different units throughout their education life to our unit and their requests for solutions are evaluated, and actions are taken within the framework of cooperation with the relevant units.

Our Purpose and Goals

To provide the students who continue their education at our university with arrangements by their abilities; depends on the communication and cooperation between the lecturers, research assistants, Student Affairs Department, ITU Accessible and Barrier-Free University Commission, Rectorate, and students. Some improvements regarding the differences in abilities and their solutions, which we have defined below, have been evaluated in the short, medium, and long term. These are among the study targets that we aim to achieve.

Planned Improvements for Students with Various Disabilities

  • Arrangements for equal opportunity and inclusiveness in accessing all services provided within the university,
  • Planning and implementing learning methods suitable for disability in line with the work to be carried out in cooperation with the ITU Accessible and Barrier-Free University Commission, the Disabled Student Unit, and the Rectorate,
  • Providing health services through the Medico Social Center of our university,
  • Making arrangements for the use of university dormitories by the relevant article of the Higher Education Institutions Disabled Counseling and Coordination regulation,
  • Planning studies to solve the problems that prevent equal and effective participation in education, such as changing the place of the course through the Student Affairs Department of our university and the academic units where the student continues his education,
  • Under the relevant article of the Higher Education Institutions Disabled Counseling and Coordination Regulations, working together with the Scholarships and Dormitories Coordinator to find solutions to the difficulties experienced by the students to address the problems that prevent equal and effective participation in education due to financial difficulties; Provision of auxiliary equipment that positively affects the quality of education,
  • Students who are employed in our institution with the part-time working system, which are used in our institution with the part-time working system, who continue their education in the branch of science in which the requesting student continues his education, provision of student assistants through research assistants of faculties,
  • Making appropriate arrangements for students who cannot use the Food Services effectively due to difficulties that negatively affect their diet; Providing integrated solutions instead of measures that will privilege and isolate the student in regulations,
  • Providing professional development and personal counseling services through the Psychological Counseling and Guidance Center of our university,
  • Planning the physical and environmental accessibility arrangements within the scope of the studies to be carried out with the Construction Affairs and Technical Department of our University.

    Planned Improvements for Blind and Visually Disabled Students

  • Ensuring adaptations to eliminate the reasons that prevent students from actively participating in education, such as reading, note-taking, and orientation,
  • Implementation of auxiliary support solutionclassroomssroom, library, laboratory, and similar work areas (Computer systems with screen readers, Electronic books and notes to be prepared by digital accessibility conditions, documents prepared in Braille text, audiobooks, and documents equipped with a computer or human voice)
  • When the services of the libraries in our university are evaluated, providing accessible internet-based materials for all students,
  • When requested, planning support activities for orientation and independent movement to facilitate unimpeded access of the student to the campus where they study,
  • Planning arrangements to make the students an accessible working environment away from isolation by making use of appropriate assistive technology products, especially the Mustafa Inan Library, which carries out the central library services of our university,
  • Providing accessible map solutions for students to move freely in the Campuses and to identify the campuses; Benefit from technological developments that will facilitate indoor and outdoor circulation,
  • Developing solutions for the independent and accessible movement of visually impaired students on routes with pedestrian crossings, such as intersections and broad wide and dense campus arteries.

    Planned Improvements for Students with Reduced Mobility

  • Providing assistant and support technologies, when necessary, in phases such as note-taking and laboratory work, in line with solutions to eliminate the physical difficulties that prevent the active participation of the student in education,
  • Planning the arrangements in coordination by working in cooperation with the Construction Works and Technical Department to carry out the works carried out in the construction and construction areas in a way that does not affect the individuals experiencing physical difficulties,
  • To make the buildings and the built environment accessible, working together with the relevant units to provide access to all areas of the university with solutions such as ramps and elevators,
  • While planning the structural arrangements, meeting with the relevant units, planning studies to design all buildings and social areas in a way that is easy for everyone and requires the least effort, with appropriate arrangements as needed for the Universal design principles,
  • Improving the arrangement of sinks and toilets on campuses by accessibility standards,
  • Making reasonable adjustments so that the lessons can be presented in an accessible environment by evaluating the demands and, if any, solution suggestions of students who cannot attend classes or activities due to physical difficulties,
  • Efforts to create accessible maps for everyone, showing the buildings that meet the Physical Accessibility standards,
  • Plans for the implementation of ramp solutions that provide full access on the sidewalks on the campuses,
  • Carrying out studies to find accessible parking areas and to prevent the occupation of these areas by different vehicles.

    Planned Improvements for Deaf and Hard of Hearing Students

  • Providing appropriate solutions based on sign language translation and systems with up-to-date technology to ensure the active and equal participation of students in activities in areas such as information desks, conference rooms, lecture halls, classrooms,
  • Implementation of accessibility solutions suitable for deaf and hearing level differences, such as staff who know sign language, technological and environmental regulations that increase the quality of hearing, in the accommodation areas on the campuses,
  • Positioning of visual fire and emergency alarms suitable for deaf and hard of hearing students, covering all interior spaces on campus Improvements for Students with Disturbance of Attention and Hyperactivity, Dyslexia-like Ability Differences
  • Taking notes in the lessons and planning adaptations such as voice recordings by meeting with the instructors per the student's request.
  • Planned Improvements for Students Experiencing Psychiatric and Psychological Difficulties
  • Providing appropriate support through our university's Psychological Counseling and Guidance Center.

    Planned Improvements for Students Living with a Chronic Condition

  • Evaluating the difficulties that the students may cause in different parts of their daily life due to their loss of medical ability or diseases (frequent interruptions to classes and activities due to the need for a bathroom, regular use of drugs), taking into account similar situations, they meet with the academic unit officials to ensure appropriate arrangements and adaptations. To share the difficulties that may arise from the differences in ability and to plan studies to solve the problems.

Anyone who thinks that their equal and effective participation in education is prevented or is hindered due to the individual differences are not covered in current education and environmental standards can apply to our unit, apart from the competency differences on our page, which are determined and defined by national and international studies. The difficulties encountered are evaluated by meeting with the relevant units and decision-making bodies of our University. Then, solutions that will eliminate the complex problems be offered in line with the possibilities.