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ISTANBUL TECHNICAL UNIVERSITY DIRECTIVE FOR EQUAL OPPORTUNITIES IN EDUCATION FOR STUDENTS WITH SPECIAL NEEDS

FIRST CHAPTER

Purpose, Scope, Basis, and Definitions

Purpose and Scope

ARTICLE 1 – (1) This Directive; regulates and covers the necessary precautions and making arrangements to prepare the required academic environment and ensure their full participation in the education-teaching processes to facilitate the education life of the students with special needs registered at Istanbul Technical University.

Grounds

ARTICLE 2 – (1) This Directive; has been prepared based on the relevant articles of the Law on the Disabled, published in the Official Gazette dated 07/07/2005 and numbered 25868, and the Higher Education Institutions Disabled Counseling and Coordination Regulation published in the Official Gazette dated 14/08/2010 and numbered 27672.

Definitions

ARTICLE 3 – (1) In this Directive;

a) Academic Advisor: Faculty members working in the Disabled Student Unit Coordinator,

b) Unit: All faculties, institutes, colleges, and directorates within the body of Istanbul Technical University,

c) Course: Compulsory and elective courses given in undergraduate and graduate education programs at Istanbul Technical University,

d) Accessible Information Center: The center, which is structured to serve students and staff with special needs within the Istanbul Technical University Library and Documentation Department in cooperation with the Istanbul Technical University Disabled Student Unit Coordinator,

e) Disabled Student Unit Coordinator: The unit directly affiliated with the Rectorate and coordinating special needs student support services,

f) Student with Special Needs: A higher education student who needs adaptation and support in meeting his daily needs with his participation in social life as a result of his physical, mental, sensory, and psychosocial differences that arise from birth or later for any reason,

g) Part-Time Student: A student who is employed in part-time, temporary jobs in higher education institutions and is not considered a worker,

h) Rector: Rector of Istanbul Technical University,

i) Senate: Istanbul Technical University Senate,

j) Exam: All exams held in undergraduate and graduate education programs at Istanbul Technical University,

k) University: Refers to Istanbul Technical University.

SECOND CHAPTER

Educational Applications

Regulations Regarding Course Adaptations for Students with Special Needs

ARTICLE 4 – (1) For students with special needs to continue their education within the framework of equal opportunity and their success not to be adversely affected, the following issues are respected before, during, and after the lesson:

a) "If you need any academic adaptation, please contact me." sentence is added.

b) Faculty members must keep the personal data of students with special needs confidential, sent by the Disabled Student Unit Coordinator.

c) Instructors and members cooperate with the Disabled Student Unit Coordinator during the preparation of the course materials for students with special needs.

d) Classroom places are selected by considering the possibility of students with skill differences attending the course and taking into account the physical accessibility conditions; Measures are taken in the classrooms that will not cause mobility restrictions for students with special needs.

e) Instructors, especially students with hearing loss, will present the lesson facing the class upon request.

f) In line with the demands of students using hearing aids, systems that reduce background noise and adverse sound effects in classrooms and are structured based on current technology are provided.

g) Students whose course follow-up cannot be provided with alternative academic adaptations for their special needs can follow the lecture sessions using audio or video recordings for note-taking and study purposes. If the student and the lecturer who teaches the course find it appropriate, a document that guarantees the use of the records only for the course can be created, and th. Ther and the student will sign the document to be prepared.

h) Faculty members may transmit the course materials related to the topics covered in digital or printed formats before, during, or after the course, to students who follow the course with assistive technology solutions due to visual difficulties or vision loss, upon the student's request.

i) Screen reading software, electronic magnifying glass, and similar appropriate equipment are made available to ensure that students who follow the lessons with assistive technology solutions due to visual difficulties or vision loss can benefit from the computerized application courses in an accessible way that cooperation is achieved.

j) In line with the student request, who needs help comprehending the lesson with the methods explained for everyone due to visual difficulties or vision loss, the faculty members describe and detail the visuals in the lesson to ensure the equality of teaching.

k) Assignments and projects given to students with special needs are adapted by taking into account the ability differences of the students.

l) At the beginning of the academic year, an orientation meeting is held by the Disabled Student Unit Coordinators, which defines the services offered to students with special needs and the duties and responsibilities of the University Disabled Student Units, including the representatives of the relevant administrative service units of the University.

m) Upon the request of students with special needs, all course contents, such as lecture notes and presentations, are provided in print and/or electronic format at the beginning of the academic semester (within the first two weeks of the semester) or at least 48 hours before each course.

n) Upon the request of students with special needs, the detailed plan of the lesson, the weekly topics, assignments, evaluation criteria, attendance requirements, expectations, etc. It is ensured that the syllabus/program, which explains in detail, is obtained in written and/or electronic format according to the student's preference.

o) In case of need, the courses in which students with special needs are registered are broadcast live on an electronic platform, and/or the video recordings of the courses are created professionally, and the students are given access to the video recordings.

Regulations Regarding Exam Procedures and Principles for Students with Special Needs

ARTICLE 5 – (1) Support can be requested from the Disabled Student Unit Coordinator so that students with special needs can continue their education within the framework of equal opportunity and inclusive education principles and their success is not adversely affected before, during, and after the exam, and the following issues are respected:

a) The selection of exam rooms is made considering the accessibility rules and the availability of students who require accessibility adaptations. For example, It is ensured that the exams of the courses in which students with physical disabilities are found are held in accessible environments where they will not encounter problems arising from physical disabilities.

b) In determining the examiners, it is checked whether a student with special needs will take the exam, and studies are carried out to solve the student’s difficulties, if any.

c) Announcements such as exam hours, exam venues, and the subjects they are responsible for are prepared by the examiners in formats that can be accessed by everyone in digital and printed formats, taking into account the possibility of participation of students with special needs.

d) Students with special needs who need additional hardware support in their exams can use the additional tools and equipment they need (hearing aid, telescopic glasses, Braille typewriter, note-taking devices, electronic magnifier, etc.).

e) The student is provided to perform the exam by using the functional assistive technology solution that they choose or request (such as a computer with a screen reader program, a magnifying glass, or appropriate electronic equipment), the necessary infrastructure and hardware solutions are made available in all faculties and institutes. It is shaped by taking the opinions of the ITU Accessible and Barrier-Free University Commission.

f) A student unable to complete the exam alone despite the improvements made in the font size and stylistic features of the content due to visual loss or visual difficulties is provided to read and apply the exam in a separate environment by a research assistant. The selected research assistant is assigned from among the people who are familiar with the concept and terminology of the course from the department to which the exam is given. Without a research assistant, the exam is administered by the lecturer providing the course or by a different lecturer from that department.

g) It is ensured that the separate environment chosen for the student, who is decided to take the exam alone or with an assistant reader, is located close to the exam hall where the other students' exams are held so that the student can learn about the changes related to the exam and ask questions when necessary.

h) Students with special needs can take computer-assisted exams in laboratories and environments that will be prepared with appropriate arrangements upon request.

i) The student, who has difficulty performing the exams with the methods applied for everyone due to visual difficulties or vision loss, is provided to send the exam paper/booklet in Braille text format or a large size suitable for the students' visual level, upon request.

j) Students with special needs who have difficulties in exam environments due to visual and/or hearing difficulties, attention deficit, hyperactivity, dyslexia - dysgraphia, dystonia, and similar abilities may take the exam in a one-person environment accompanied by a supervisor upon the request of the Disabled Student Unit Coordinator are allowed to enter. In line with the approval of the student and the lecturer, it can be ensured that the exam is recorded in a way that covers visual, auditory, or both methods.

k) Adaptation or appropriate measurement and evaluation methods are used in oral exam applications for students with speech (stuttering, aphasia, dysphasia, etc.) and hearing impairment.

l) In cooperation with the Disabled Student Unit Coordinator, for students who cannot complete their exams within the time specified for everyone due to health reports that report disability status and documented conditions where treatment continues due to temporary or permanent disability, illness, and similar reasons, which are regulated within the scope of the Regulation on Disability Assessment for Adults. And taking into account the adaptation suggestions, additional time is given. The additional time to be given is determined by 1/3 of the exam period or by evaluating the opinions of the student, the lecturer of the course, and the Disabled Student Unit Coordinator; The student, who is determined to need additional time, is not included in the additional time to be given the possible exam preparation and placement time.

m) Medicines, medical supplies, etc., used by students with special needs are allowed in the exam.

n) Due to the biological and psychological needs of the students during the exam, the examiner may allow a short break from the exam, provided that they return under the supervision of an officer; If the exam is not carried out by the lecturer of the course, the officer who carried out the exam notifies the lecturer of the course.

o) To prevent the disability of students with special needs from creating a disadvantage, an exam schedule is planned with a maximum of two exams in one day upon the student’s request.

p) Upon the request of students with special needs, images suitable for words, information, and concepts are found or created in the questions in their exams and added to the relevant sections to ensure that the student can easily understand the questions. Furthermore, for the adaptation to be planned suitably, the opinions of the student who made the request, the faculty members who organized the exams, and the Disabled Student Unit Coordinator are taken.

(2) Faculties, institutes, colleges, and directorates that identify students whose access to the exams is restricted due to difficulties not specified in these articles work in coordination with the Disabled Student Unit Coordinator for the issues that require individual adaptation of the exam to make the necessary adaptations and work in coordination to find solutions.

Course Exemption and Adjustment

ARTICLE 6 – (1) Instead of an exemption for the theoretical and applied courses that students with special needs cannot take due to the lack of accessibility with the literary adaptations to be carried out, with the approval of the relevant unit, adjustment or adjustment is not possible in line with the opinions of the academic advisor and the lecturer giving the course, with the approval of the relevant unit. In such cases, according to the nature of the course (compulsory/elective), it is ensured that another course is chosen for the same credit. Provisions to be made in line with this article are regulated based on the Istanbul Technical University Exemption and Adaptation Procedures Directive.

Part-Time.Student Support for Special Needs Students

ARTICLE 7 – (1) Students with special needs can receive part-time student support services in areas such as note-taking and course-reinforcing studies before, during, and after the lesson, in line with their demands. In the support planning process, we coordinate with the Disabled Student Unit Coordinator, the academic units where the student is educated, and the bodies of the University that carry out student functioning.

(2) To provide this service;

a) The Disabled Student Unit Coordinator requests part-time students from the University according to the needs determined at the beginning of each academic year.

b) Care is taken to ensure that the part-time student is related to the field of education of the student with special needs to be matched.

c) The Disabled Student Unit Coordinator coordinates the support services to be provided by the allocated part-time students in line with the needs of students with special needs.

THIRD CHAPTER

Access to Services

Architectural Accessibility

ARTICLE 8 – (1) The following arrangements are made to ensure that students with special needs have access to the indoor and outdoor areas of the University without difficulty:

a) All architectural spaces to be included in the new construction of the university are designed by national and international standards so that they can be used by everyone (including students with special needs) as much as possible, without the need for a special additional design or arrangement.

b) Necessary modifications are made in existing and historical buildings with projects that are suitable and adaptable to the building or space, considering the national and international standards for architectural accessibility and classrooms.

c) Students with mobility restrictions are permitted to use the existing elevators for the duration of their use, in line with the documentation of their temporary or permanent disability.

d) The Disabled Student Unit Coordinator cooperates and coordinates with the relevant units to mobilize the means of transportation for the student with special needs to the unit where they are registered.

e) The Disabled Student Unit Coordinator coordinates with the relevant units to facilitate the implementation of necessary regulations and measures within the buildings so that visually impaired students can access their classrooms unaided and accessible and offers solutions.

f) The opinion of the Disabled Student Unit Coordinator is taken in all university applications regarding accessibility, and the units working in cooperation with the Disabled Student Unit Coordinator carry out their work in coordination.

Access to Information

ARTICLE 9 – (1) All electronic systems and technologies used by the university are arranged according to the needs of students with special needs. All web services provided for students with special needs to access the University's web-based services, those that have been published in the past and all systems that will be put into service after new configurations, will gradually be implemented by the World Wide Web Consortium (W3C) of the version of the accessible web content preparation guides (WCAG 2.1), minimum AA and above are prepared to take into account accessibility standards. Furthermore, the official website of the University, the websites of the units affiliated with the University, the student automation system, and all web-based content that provides internet-based educational content are developed, created, and regularly updated to support developing and changing assistive technology solutions.

(2) The publications requested by the students with special needs from the libraries of the campus or departments where they are educated are reproduced or loaned in the format they want, provided that they comply with the provisions of the Law on Intellectual and Artistic Works No. 5846 regulating the access of people with disabilities to the materials.

(3) After the studies to be carried out by the Information Processing Department, Library and Documentation Department, and Disabled Student Unit Coordinator of the University to make the information access opportunities of the University accessible, all the materials provided to the students with the University library facilities, which contribute to the personal development of the students and their courses, In line with the request of the student with needs, it is delivered to the student in the desired format (MP3, Braille, MS Word, PDF, etc.) in cooperation with the Disabled Student Unit Coordinator and the Library and Documentation Department.

(4) In all university applications regarding access to information, service providers coordinate with the Disabled Student Unit Coordinator.

(5) Upon the request of students with special needs, audio descriptions, sign language translation and subtitles in visual educational materials such as films and videos, and written transcripts of audio recordings in audio materials are provided. While planning the applications, cooperation is made with the Disabled Student Unit Coordinator.

Access to Health and Rehabilitation Services

ARTICLE 10 – (1) Necessary accessibility arrangements are made for students with special needs who continue their education at the University to benefit from the health services offered by the University.

(2) Support is provided for students with special needs who continue their education at the university to inform and guide them in obtaining or renewing a disability report and benefiting from services in line with physician evaluation.

(3) To solve the problems that make it difficult, restrictive, or impossible for the students who have difficulty continuing their education due to long-term or permanent loss of ability for any reason during the education period, in line with the conditions of the University. Psychological, medical, orientation, and mobility support are provided.

FOURTH CHAPTER

Access to Services

Positive Attitude

ARTICLE 11 – (1) All academic and administrative staff working at the university should adopt an approach that will show positive attitudes and behaviors to students with special needs with respect for individual differences.

(2) It is ensured that university academic and administrative staff participate in activities to increase the level of positive attitude, awareness, and consciousness to be prepared by the Disabled Student Unit Coordinator.

(3) It is ensured that the university’s academic staff participate in preparing accessible materials and counseling for the exam and course applications to be organized by the Disabled Student Unit Coordinator.

Social, Cultural, and Sporting Activities and Opportunities

ARTICLE 12 – (1) With an anti-discrimination approach, the University encourages students with special needs to participate in cultural and sports activities organized by the University. It provides the necessary facilities in this regard.

(2) The University takes the necessary measures, as far as possible, for students with special needs to develop and use their creative, artistic, and intellectual capacities; makes arrangements to solve the difficulties in accessing activities.

(3) The Disabled Student Unit Coordinator cooperates with the relevant units to provide support services to meet the scholarship and dormitory needs of students with financial difficulties and provides advice on implementing the decisions to be taken by offering solutions.

(4) The Disabled Students Unit Coordinator conducts informative studies on employment opportunities and occupations for students with special needs.

(5) The Disabled Student Unit Coordinator works with the relevant service units of the University to ensure that students with special needs benefit equally from all social and cultural activities and similar opportunities planned at the University.

Utilizing the Services

ARTICLE 13 – (1) Students with special needs can make the adaptations they request, a health report stating their disability status, issued within the scope of the Regulation on Disability Assessment for Adults, a disabled identity card prepared within the scope of the relevant legislation of the Ministry of Family, Labor, and Social Services, physician opinion, temporary or They notify the faculty they are studying, the Disabled Student Unit Coordinatorship or the Rectorate of Istanbul Technical University, with a petition to be submitted, together with the document to be submitted within the scope determined by legal grounds and stating that the treatment is continued for reasons such as permanent disability and illness. All units reached by request cooperate for a solution.

Disasters and Emergencies

ARTICLE 14 – (1) Necessary arrangements are made by the relevant units so that students with special needs, like all students, can safely leave the place they are in case of disasters and emergencies; All activities such as education and informative documents are transferred by making appropriate arrangements that students with special needs can benefit from.

Cases Without Provisions

ARTICLE 15 – (1) In cases where there is no provision in this directive, the other relevant legislation provisions and the resolutions of the Senate and relevant units are applied by taking the opinion of the Disabled Student Unit Coordinator.

Validity

ARTICLE 16 – (1) This directive enters into force when the Istanbul Technical University Senate accepts it.

Executive

ARTICLE 17 – (1) The Rector of Istanbul Technical University executes the provisions of this directive.

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