Objective:
ARTICLE 1: Objective of this directive is to inform the students and teaching staffs about the examinations of students with disabilities enrolled in Yeditepe University and also determine and define the work to be done.
Scope:
ARTICLE 2: This direction includes the activities of students and teaching staff before, during and after the exams of students with disabilities.
Definitions:
ARTICLE 3:
Instructor: Teaching staff or staffs in charge of the subjected lesson.
Supervisor: Teaching staff in charge of the timing and properly conducting of exams and supporting the disability student , during examination
Support to the student with Disability : Necessary support that is given before, during and after the examinations to the student with disability in order to eliminate the discrimination which depends on the special case of the student (visually, auditory impaired or a restricting impairment, prohibits long-time sitting and writing of the students and so on ) which is about the proper operation and appropriate regulation of the examination.
Staff in Charge of Supporting the Student with Disability : Teaching staff in charge of elimination of the discrimination which depends on the special case of the student (visually, auditory impaired or a restricting impairment, prohibits long-time sitting and writing of the students and so on ) and giving the necessary support in order to adapt the examination according to the special case of the student.
Student with disability: Students having difficulties and incapablements accomplishing activities which can be described as normal or considered normal within limits due to physical, sensorial, mental, intellectual, auditory or visual impairments, occurred congenitally or subsequently in consequence of diseases or accidents.
Student with handicap: Students who can not fulfil their functions as required by their age, sex, education, social and cultural status due to physical, sensorial, mental, intellectual, auditory or visual impairments or disabilities, occurred congenitally or subsequently in consequence of diseases or accidents.
Basis of Exam
ARTICLE 4: Includes the basis of adaptation of the exam according to the special case of the student with disability in order to eliminate the discriminatory parts of the examination, before, during or after the exam. According to this,
a) Exam halls must be accessible
b) In case of need, a teaching staff (an instructor, a research assistant) can be appointed as attendant/reader in order to give support.
c) To eliminate discrimination before, during and after the examination, regulating favourably according to student with disability with special case (visually-auditory disabled or having a physical impairment that prevent writing or long-time sitting etc.) and the necessary support must be given to student with disability/handicap in order to maintain examination's proper functioning. For example,
For visually disabled students;
i. Writing the examination questions with bigger font and bold writing style for students who have visually impairment
ii. Pursuant to student’s needs, keeping a magnifying glass at the exam halls and allowing the student to use it
iii. If there is a Brail Alphabetical keyboard or possibility of copying in Brail Alphabet, benefitting by students
iv. Recording examination questions with voice recording systems and providing answer sheet in Brail Alphabet,
v. Providing attendant/reader.
For the auditory disabled students;
v. It must be provided that the auditory disabled student sits down a place that exam supervisor and instructor can easily see
vi. Examiners and instructors should pay attention to stand in front of the auditory disabled student while giving commands or making statements, speaking slowly and clearly while the examination.
vii. Sign language translator should be provided in the exam if the attention in “vi” shall not be paid due to the restriction of student communicating through lip-reading.
For the physically disabled students;
i. Extra exam duration, recorder, computer/laptop can be given to the student who has difficulty in writing due to the physical disability.
ii. In case that., this situation is proved and reported in advance, the student who has disability or illness, can request break time in the exam. For example,
- Increasing the concentration of the student who has traumatic
cranial injury,
- Providing medicine, food or water needs for students who have
diabetes,
- If it is necessary for students under a medicine treatment due to
pain or psychiatric problems, students must be taken to rest or
given medicine.
- Break time might be requested by the student who has spinal cord
injury in order to relax the muscle spasm and tensions etc. for the
purpose of exercise or rest.
iii. When staying on the same position for a long time is inconvenient or compelling, according to student’s decisions, the position preferred by the student (long sitting or lying on face etc.) may be provided.
ARTICLE 5: It might be necessary for a student to take examination at a separate location if teaching staff in charge of the lesson/head of the department/supervisor finds it appropriate, according to the student’s demand.
ARTICLE 6: Taking of appropriate measures by the head of the department/supervisor/teaching staff in charge of the lesson, might be a subject for a temporary time according to the student’s demand.
Exam Preparation
ARTICLE 7: Care shall be taken in giving extra time for the homework, giving the lecture notes in advance in order to enable the students with disabilities have enough time to be able to study their examinations.
ARTICLE 8: No exemption shall be given to the student due to his/her disability in order to not cause discrimination, care shall be taken in regulation of examinations and lessons intended for the disability of the person.