Fifth E-Learning seminar

  1. How to employ persons with disabilities 

Hello, today we will talk about “How to employ persons with disabilities”

Within this topic we will talk about “How to employ persons with disabilities: information and the legal framework”

The legal framework for the exercise of the fundamental human right – the right to work, is established with a number of regulations in the field of labour relations, pension and disability insurance, occupational safety and health and others.

The Law on Vocational Rehabilitation and Employment of Persons with Disabilities in the Republic of Serbia, introduces an important new provision–the obligation to hire persons with disabilities, or the quota-based recruitment system. Namely, employers are obliged to hire a certain number of persons with disabilities depending on the total number of their employees.

The hiring obligation, as stipulated by this law, is the obligation of every employer with at least 20 staff members to employ a certain number of persons with disabilities, as follows:

  • One person with disability if the employer has 20–49,
  • At least two persons with disabilities if the employer has 50 or more employees, plus an additional person with disability per each subsequent 50 employees.

 

Newly established companies are free from the obligation to hire PWDs for a period of 24 months following the date of their establishment.

 

Who are persons with disabilities?

 

A person with disability who is employed must officially have the status of a person with disability. In compliance with the Law on Vocational Rehabilitation and Employment of Persons with Disabilits, the status is granted to the following persons:

  • disabled war veterans
  • peacetime disabled military
  • civilian victims of war
  • persons categorised as disabled (persons with minor mental disabilities, visually impaired persons, blind persons, hard-of-hearing persons, deaf persons or persons with physical disabilities)
  • persons whose category of disability and the remaining work capacity has been determined in line with the regulations on pension and disability insurance (categories II and III of occupational disability)
  • persons whose work capacity is assessed under the Law on Vocational Rehabilitation and Employment of Persons with Disabilities.

One of the innovations introduced by the Law is the work capacity assessment system.

 

The assessment includes medical, social and other criteria for determining the capacities and capabilities of persons with disabilities necessary for their inclusion in the labour market and the performance of concrete tasks, independently of with support.

 

The request for assessment, accompanied by the relevant medical and other documentation, is submitted by a person with disability to the competent organisational unit of the National Employment Service.After completing the assessment procedure, the person with disability receives a decision that includes the assessment of their disability in accordance with the following work capacity assessment scale:

 

  1. degree – if there are no difficulties and obstacles at work, or if they are negligible and do not affect the work capacity, a person is not granted the status of a person with disability
  2. degree – if the difficulties and obstacles are minor and do not affect the work capacity for the occupation or tasks that the person can perform, and allow the person to be employed under general conditions
  3. degree – if there are moderate or considerable difficulties and obstacles that hinder the person’s activity in his/her occupation or tasks that he/she can perform, which allow the person to be employed under special conditions
  4. degree – if the difficulties and obstacles are severe or multiple, i.e. when a person cannot be employed or maintain employment under general or special conditions and their performance at work is lower than one third of the performance of an employee in a typical job of this kind, regardless of the occupation or specific jobs.

 

Other ways to fulfil the obligation:

If for any reason an employer has not hired a PWD, the statutory obligation can also be fulfilled in the following ways:

  • by making a payment to the Budget Fund of an amount that equals 50% of the average national wage, for each PWD that he/she has not hired, or
  • by fulfilling the financial obligations under the contract on the cooperation with an enterprise for vocational rehabilitation and employment of persons with disabilities, as well as under the contract on the purchase of goods or services from that enterprise, in the amount of 20 average national wages (in this way, an employer fulfils the obligation to hire one PWD for a period of 12 months).

 

  1. Professional information

As a basis for the successful functioning of the Career Center in this segment of the seminar we give the concept of a centralized system of professional information that includes:

  • Information of interest for students with disability,
  • Information for employers, i
  • Institutions and employment centers;

 

For successful career information, you should engage in:

  • Collect and process information on education and labor market for users of workplace services or necessary additional skills,
  • Monitor labor market components and collect current information about labor market requirements
  • Promote the role of information in career planning
  • Strengthen the skills of labor market research

Quality information is a requirement for all career planning stages. In order to achieve the objectives of career guidance and counseling, a specific mechanism for assessing, collecting, processing, recording and auditing information is needed.

This mechanism is based on specific procedures, and takes into account all the principles of providing information (relevant, accessible, accurate, clear, timely information).

It is necessary to monitor the needs for information of all users of a person with special needs:

  • with developmental difficulties,
  • with various health problems including disability,
  • with financial difficulties, with difficulties in socialization and resocialization, etc.

Service users should receive impartial information about the possibilities of further education, employment and / or training. Special attention should be paid to young talents that can be found in one of the vulnerable groups.

Method of collecting information

Information is collected and selected according to the needs of users, reliable sources are used, a network of highly educated institutions and employers is created, which have the opportunity to provide practice and other forms of work engagement and training

Information is regularly checked and corrected. These consultants should have information advisers and co-ordinators of cooperation programs with employers.

Career Development Centers students should provide information using appropriate methods, materials and equipment: databases, websites, videos, CDs, printed materials (brochures, informers, newsletters).

Information should be systematically collected and regularly updated to include data or links to pages containing information about curricula, enrollment conditions, study options, mobility programs, and career opportunities after study.

The databases should contain information on networks of educational institutions, current opportunities for non-formal education, trainings, seminars, courses, information on different professions, necessary qualifications and competencies, current scholarships, practices, jobs and volunteering.

In addition to providing information about their services (career information, counseling, programs / activities of career education and networking with the business community),

It is necessary that Career Centers, through solid and defined cooperation with other providers, institutions, organizations, employers, etc., provide and exchange relevant and current information, including direct contacts, to refer users to different resources.

Based on a defined, defined problem, if the problem exceeds the scope competencies and competencies of the employees in the Career Center, the user can be referred to the relevant institution that deals with the given issue.

In the same way, the user can be referred to the Career Center from other institutions / organizations, as it is noted that he needs such support.

In order to verify the usefulness of the information bases and the services provided, internal and external evaluations should be carried out.

Internal evaluation refers to data collected by centers from users of services (about needs, satisfaction with services, suggestions for improving work, etc.).

External evaluation refers to the data collected by the centers from the partners with whom they cooperate (on the quality of exchanged data and services, on the degree of cooperation on projects, participation in expert meetings, media coverage, etc.).

The results are used to further improve the content and quality of Career Center services.

Connecting with the business community

  • Gathering information on the economy and the labor market, designing and realizing research needs of employers
  • Identification of opportunities for acquiring practical experience
  • Develop knowledge and skills through experiential learning
  • Marketing presentation of services to the business community

 

  1. The role of mentor and cooperation (communication) – 

Good afternoon, next topic is The role of mentor and cooperation, communication.

Successful mentoring relationships are linked to positive outcomes of that process. Effective communications is esencial to building a trusting and strong relationship.

For youth with disabilities it is often the parent, other relative, or teacher who serves as the primary mentor. This mentor relationship has as its underpinning mutual trust, respect, and belief that the child is capable and can learn to manage him or herself. It also requires very clear communication on the part of the mentor. Particularly for youth with disabilities it is the parents and family that often serve as their significant support network and mentors. Although the influence of parents and teachers can affect any individual both positively and negatively, chance also plays a role in career development.

In term of mentoring during studies youth with disabilities are still learning how to communicate sucessfully and they often rely on their mentors to take the lead and teach tham how to communicate in this unique relationship.

Communicating accomplishes three basic things. It is used to get things done, to indicate feelings and thoughts, and to develop the relationship. In impersonal interactions, a minimum of these three things are accomplished. But in a mentoring relationship, the communication process should accomplish all three tasks.

  • PERCEPTIONS

The following suggestions will help lessen the negative effects your perceptions may have:

  • Focus on the communication situation with your mentee at any given moment.
  • React to the present, current signals, and try to block out all other influences, especially preformed ideas.
  • Be psychologically available to your mentee when communicating with him or her.
  • Consider what is being said from his or her perspective before reacting.
  • Use perceptions in a positive way.
  • Confirm your perception before reacting to it.
  • This type of communicating establishes respect and understanding.
  • Paying attention to a person in an interaction, not a situation of disability.
  • To be aware of the incidents that affected the occurrence of the disability and its impact on the development of the person, ie the development of professional ambitions and preferences.
  • Avoiding labeling and assuming that people behave in a certain way due to the existence of disability.

 

  • BEHAVIORS

 

When you begin your relationship with your mentee, you may be uncertain about how to relate to him or her. You will both go through the process of establishing roles. One way of doing this is in the behaviors you both assume when communicating with one another.

 

Your mentee, not certain of his or her position, may assume the characteristics of a passive participant without realizing what he or she is communicating. Passive behavior includes:

  • not openly expressing his or her thoughts and feelings;
  • taking things personally;
  • being anxious.

 

These characteristics can be detrimental to the relationship.  As the receiver of the

passive interactions, you may:

  • feel guilty;
  • become angry;
  • achieve a goal at the mentee’s;

 

Both aggressive and passive styles create behaviors that continue a non-productive cycle of interaction. To prevent these subtle forms of sabotage in your mentoring relationship, it is important to negotiate and establish what types of responses both of you are hoping to receive.

 

A constructive behavior in mentoring relationships is an assertive one.

To behave assertively:

  • state “I want” or “I would like”;
  • openly express thoughts and feelings;
  • use positive non-verbal expressions;
  • use “I” messages;
  • use “and” rather than “but”;
  • state facts; and
  • remain emotionally calm.

 

Assertive behavior causes the other person to:

  • be self-enhancing;
  • be expressive; and
  • feel good about the interaction.

 

Encourage your mentee to behave and interact with you in an assertive manner. Not only will it help facilitate effect communication, but it will enhance your mentee’s self-esteem.

 

VERBAL AND NON-VERBAL LANGUAGE

 

Language is a critical part of effective communications. If you really consider your words before speaking them to your mentee, you can remove many inadvertent negative messages from your communications. If the words you use to communicate ideas and knowledge are gender specific, the opposite gender may feel excluded. It can also be ambiguous to use such language. Always mentally review the language of your message before speaking. It can help you prevent many miscommunications and will help make you more thoughtful about what it is you want to say.

 

Nonverbal communication uses methods such as gestures, intonation, body language, the way you are dressed and even the place you chose to communicate in to express messages.

 

There are major differences between verbal communication cues and nonverbal ones. Nonverbal cues cannot stand alone as words sometimes can. For example, a sigh can indicate either relief or frustration and needs a context to be interpreted correctly.  Interpretation of nonverbal cues is taught by social interaction.

 

Understanding the nonverbal cues of your mentee will help you communicate with him or her more effectively. Being aware of your own body language when you communicate can improve your relationship.

 

When it comes to non-verbal communication with a person with disabilities, ensure that in the longer communication you are at the same altitude level with the user of the trolley or person who due to its functioning has the need to sit.

 

With a hearing impaired or deaf person, ensure face-to-face communication to allow a person to “read” from your lips if you do not use the sign language.

 

In communication with a blind or visually impaired person, avoid performing too many parallel activities as the interlocutor would not have the wrong signals that would be distractors in communication.

 

Interpersonal communication is two directional, but at any given moment during a conversation, your attention may fade. No one listens one hundred percent to what their conversation partner is saying. Listening is not a passive activity, it should be active. To improve your listening skills try the following:

  • Acknowledging: Verbally and non-verbally indicate your involvement in what is being said by saying “yes”, “right”, “uh huh”, and nodding your head. Always remember to respond to and validate your mentee’s feelings first and then the facts, not the reverse.
  • Attending: Be totally present, both mentally and physically. Through mental attending, you use mental capabilities and all senses to detect the entire message. Through physical attending, you use body language to convey involvement with and understanding of the message.
  • Reflecting: Reflecting is the rephrasing, in your own words, what your mentee has said or feels. It is a skill you should use after your mentee discloses something. It is a restating rather than an interpreting of the disclosure. Reflecting provides encouragement for your mentor to continue talking.
  • Probing: Ask questions that are relevant and non-threatening to gain more understanding of the communication. There are two basic types of probes: closed ended questions and open ended questions or requests. Closed ended questions, which require yes, no, or short information responses, are useful in focusing your mentee on specific issues and in assisting the development of action plans. Open ended questions or requests, such as asking “what if,” impose no constraints on the response and are useful in encouraging your mentee to help you explore the problem at hand.
  • Summarizing: Sum up the conversation at different points to ensure mutual understanding. Use this technique to pull the main points together before going in another direction or discussing a new topic.

 

Recognizing that listening is not just waiting for your turn to talk is a major step towards better interpersonal communications. Pay attention to your mentee’s personality traits. Listen for feelings in his or her messages as well as facts. When you begin to listen to each other with the same enthusiasm as when you speak, a bond will begin to develop.

When in doubt, ask. In many cases, you should ask, even if you think you understand!

Mentoring is a process and not a destination. Enjoy the process and seek support from program staff when needed. You are sure to make a difference in the life of a young person and you will probably experience more benefits than you can imagine.

.4. Career guidance 

Nowdays career represents not just one job, but more different occupations that a person performs throughout his life, this includes various activities, education, skills, etc. which a person undertakes or acquires on his professional career.

Career is interconnected with each other’s work, position and work experience during the working life, which monitors changes in the affections, attitudes, experience and behavior of an individual. Career management is a long-term process, which involves personal development, career planning, personal profile building, choice of the right work organization, and more.

 

A modern understanding of a career term implies that:

  • Everyone has a career – it does not only apply to the elite in society,
  • Career is dynamic (sometimes we are progressing, sometimes we stay in the same place, sometimes we get fired, we sometimes change the job, but it’s all part of our career),
  • Career is more than the work you do, it includes education, your role in society and family, and leisure time,
  • Career lasts for almost a lifetime – does not start with employment, nor ends with retirement.

The concept of career guidance and counseling goes beyond the initial choice of school and profession and includes the integration of the professional and private roles of an individual, work and leisure and mental health. He points directly to the goals of this systemic activity and emphasizes not only the benefits for the individual, but also his strong social component.

 

The Lifelong Learning Resolution of the Council of Ministers of the EU in 2004 defines career guidance as a series of activities that enable individuals of any age, at anypoint in their lives, to identify their own abilities, competencies and interests, to make decisions regarding their education, training and profession, and to manage the flows of their lives in the field of learning, work and other areas in which they ca nacquire and apply skills and competences.

Career guidance in the world is recognized as:

  • training individuals to plan their education, training and work;
  • Providing support to educational institutions to motivate individuals to take responsibility for their own education and work;
  • Providing support to businesses and organizations to motivate their employees for further education, flexible professional development, career management, training and finding an adequate workplace, as well as professional promotion;
  • Contribution to the development of the local, regional and national economy through the development of the labor force.

 

The goal of career guidance is to support the individual in choosing options within the available career opportunities in order to optimally develop and use his own potentials in accordance with his own interests and values and thus achieve and achieve satisfaction in professional and private life.

In 2010, the Strategy on Career Guidance and Counseling was adopted in Serbia. It defines that career guidance and counseling is intended to enable an individual:

  • Personal development so that he can understand himself and influence his own decisions and initiatives in the field of education and professional development;
  • To explore opportunities for learning and employment, or for work;
  • To plan and manage changes in the area of their learning and / or work, or to manage their careers.

 

Principles of career guidance and counseling

Career guidance and counseling relies on several basic principles:

Equal opportunities for all – promotion and provision of equal opportunities for all categories of users, and also for person with disabilities.

Availability – promotion and provision of access to career guidance and counseling services for all categories of users in ways that are acceptable to them and appropriate;

Freedom of choice of profession and occupation for each individual;

Confidence and secrecy – respect and respect for the privacy of each individual;

Objectivity – an impartial approach to work with all users;

Visibility and flexibility – the process of career guidance and counseling should be open, visible and flexible and appropriate for individuals;

Responsibility – the career guidance and counseling system should respect the needs of its users and recognize their rights and responsibilities;

Innovation in ways and forms of work of centers and services in order to respond to the diverse needs of users in the field of career guidance and counseling;

Continuously provided adequate access to information in the fields of education, employment, labor market;

Active linking  and involvement of social partners – career guidance and counseling relies on the basic principles of social partnership and even more strongly links each educational institution with the wider community.

Activities of career guidance and counseling of all students, as well as students with disabilities, are divided into groups of activities for career information, career counseling, career educationand networking with the marketplace. This division is conditional because, in practice, the most common career guidance and counseling programs have an advisory, informative and educational component. It is therefore necessary to emphasize the responsibility of the persons providing the services mentioned. At the same time, it means permanent improvement of their competences.

 

Career counseling (as more specialized activity) helps individuals understand their goals and aspirations, professional and personal potentials, make decisions based on information, engage in activities and manage changes in their careers, whether they are planned or unplanned. The counseling is mostly focused on the individual plan and specific needs. Career advisers are guided by career counselors and trainers to support career planning, who have the necessary qualifications and competencies. This is important to emphasize in order to make a clear distinction between career guidance, information and career counseling, first of all in the general nature of the activities that are being undertaken in these processes, as well as the professional competencies of the persons involved in it, and especially those involved in counseling.

All elements, aspects and principles of career guidance applied to career guidance and counseling of any person, are equally valid for career guidance for person with disabilities. For this reason, no “special” services, career centers should be established for the purpose of caring guidance and counseling of persons with disabilities, but only to strengthen the capacities of the existing centers.

  1. Cooperation of Mentors with Student Services

 

Cooperation between Student Services and mentors for students with disabilities is aimed at improving the support system for students with disabilities during and after studying.

Cooperation between Student Services and mentors is extremely important for students and graduates with disabilities because it enables providing of various forms of support for persons with disabilities from their enrollment to studies to employment. In this process, mentoring is extremely important since the mentor mediates among persons with disabilities, labor markets, support services and Student Services, i.e. faculties where people with disabilities study.

During the implementation of the activities planned within the Trans2Work project, the cooperation of the mentor with the Student Services is a significant fstakeholder for the realization of  all planned activities in accordance with the foreseen dynamics and objectives. The mentor for students with disabilities implements all planned activities in cooperation and consultation with representatives of the University and representatives of Student Services at the faculties.

The cooperation itself can be defined as a coordinated system of support for students with disabilities at every faculty within the University. The mentor transfers the information about the Trans2Work project in a timely manner to students with disabilities. In the process of disseminating information, representatives of Student Services inform students with disabilities about ongoing activities that are current within the Project. It is important to emphasize that the Student Service provides students with disabilities only with the current information in consultation with the mentor.

In addition to the informative part about the Trans2Work project, the Student Services, in cooperation with the mentor, provide support services available to students with disabilities. The support system available to students with disabilities is uneven at all partner universities on the Project, since the support providers are different, depending on the universities and faculties. It is important to point out that the needs of students with disabilities are the same as the needs of all the other students, including primarily the need for physical accessibility, literature and affirmative environment. In order to meet their needs and to be equal to all the other students, students with disabilities with the support of mentors, Student Services, and other stakeholders, can use some of the available support services.

The cooperation between the mentor and Student Services includes various activities from the preparation for enrollment, information about all the services and support services necessary in the process of studying, up to active career guidance and counseling in order to organize work practice and internships and, ultimately, to include a student graduate with disability into the labor market. The cooperation between the mentor and Student Services can be divided into several fields:

Cooperation in the promotion of information for students with disabilities

  • ensuring the availability and transparency of information on services related to career guidance and counseling for students with disabilities;
  • establishing and maintaining communication with all relevant stakeholders who are important for the career guidance and counseling of students with disabilities;
  • collecting and providing information on the support system and assistance for the day-to-day functioning and independence of persons with disabilities;
  • informing students and graduates with disabilities about the career guidance and counseling services with a focus on preparing for the work practice / internships and employment;
  • setting up, updating and tracking information on the web portal related to work practice / internship and employment of persons with disabilities;
  • informing students about employers who employ persons with disabilities or prepare to do it;
  • informing students about changes in relevant legislation.
  • coordination of the use and provision of information on assistive technologies;
  • providing information on the conditions and opportunities for studying intended for students with disabilities at the University;
  • offering support and information to the faculties about standards and opportunities for adapting and improving conditions of studying;
  • providing information to the faculties about the ways to adjust the pre-examination and examination obligations, as well as to adjust the entrance exams at the faculties;
  • providing information on competitions, scholarships, working practices, and other competitions interested for students with disabilities;
  • providing information on accommodation conditions, and directing students with disabilities to the Student Service of the Student Center Novi Sad.

 

Cooperation on improving the conditions for studying for the students with disabilities

1) Cooperation within Erazmus + KA2 project Trans2Work

Cooperation within Erazmus + KA2 project Trans2Work includes:

  • creating a web platform for mediation in the employment of students with disabilities;
  • implementation of internships for students with disabilities in the form of international exchange of students;
  • support in the allocation and use of assistive technologies;
  • establishing contacts with employers, support providers, and persons with disabilities in the recruitment process.

Within the dissemination of the Project Trans2Work, there have been identified activities that are not closely related exclusively to the Project. The idea is that activities are of a general nature, and that their implementation includes the affirmation of the faculties, as a good place for all students. These activities include the following:

  • presentation of the project among the persons with disabilities and employers;
  • organization of the round table “Higher Education and Employment of Persons with Disabilities”;
  • University Open Day;
  • sending press releases;
  • presentation of the web-based platform at employment fairs organized by the National Employment Service;
  • promotion via media (TV, radio, internet, University web-site of the, social networks);
  • other forms of informing the population of students about the project Trans2Work with a special emphasis on presenting the conditions for studying at the faculties.

                       

2) Cooperation during the year (the cooperation beyond the project Trans2Work)

A continuous cooperation:

  • cooperation in providing support in the process of exercising rights in higher education;
  • support and mediation in the use of various support services for students with disabilities;
  • cooperation on networking the stakeholders of support service providers and coordination of the support system for students with disabilities at the University;
  • support when students with disabilities apply for the mobility programs;
  • support in the process of obtaining an assessment of working ability, a certificate of the degree of disability, as well as all the other documents necessary for studying and employment of students with disabilities;

A periodical cooperation:

  • support and information when enrolling the faculties at the University of Novi Sad;
  • support and information in the process of utilizing affirmative measures;
  • support and information when applying for the National scholarship;
  • support and information in the process of using a support service (perosal assistance, sound format of literature, etc.).

 

Examples of good practice:

Within the cooperation between the mentor for students with disabilities and Student Services within the University of Novi Sad, 5 examples of good practice can be presented:

  • • Analysis of the architectural accessibility to the faculty and the availability of assistive technology. The analysis of architectural accessibility to the faculties at the University of Novi Sad was carried out. On this occasion, the internal accessibility of the faculty was analyzed. During the analysis, the Faculty of Agriculture, on its own initiative, adjusted the toilet for students with disabilities. A letter was sent to the Faculty of Philosophy with a proposal to adjust the entrance area to the Student Service. As a part of the campus arrangement, the University additionally adapted external accessibility. Six additional parking lots were made, three roadsides were lowered, and tactile paths on the sidewalks were partially set. With this additional adjustments, the University has practically solved the most significant architectural problems of external accessibility.
  • Distribution of equipment to the faculties: Within the project Trans2Work, a part of the equipment intended for learning of students with disabilities was distributed to the libraries of the Academy of Arts and the Faculty of Agriculture. In addition to the central audio library, the Academy of Arts and the Faculty of Agriculture were  equipped with the assistive technologies in this way. This was about the speech program for students with visual impairment.
  • Adaptation of the Central Library, as another support service for students with disabilities: Within the project Trans2Work, the University acquired significant equipment for adjusted personalized learning of students with disabilities. The largest part of this equipment was installed in the UNS Central Library. With the equipment purchased in the previous period and the equipment purchased within the project Trans2Work, the Central Library has become one of the most visited libraries, being an example of how the library should be equipped for students with disabilities. Equipment in the library is the following: equipment for book digitization, voice recorders, voice programs, braille printer, customizable tables and more.
  • Appointment of contact persons for support intended for the students with disabilities at 11 out of 14 faculties of the University of Novi Sad. Analyzing the state of support for students with disabilities at the faculties within the University of Novi Sad, it was noted that all the faculties had approximately the same level of support in the organizational sense. In order to better coordinate with the existing services available to students with disabilities, and  further improve the conditions of studying for students with disabilities, the University of Novi Sad has sent a proposal to the faculties to appoint one contact person for every faculty in order to support students with disabilities at every faculty. The recommendation was accepted and, in cooperation with the mentor for students with disabilities, a contact person was appointed for Student Services and Vice-Deans.
  • Networking of all stakeholders who are providers of a support service for students with disabilities: With the opening of the Info Center, the University starts to establish cooperation with all potential providers of some kind of support for students with disabilities. The Info Center coordinates and encourages the development of the support system. In this process, it cooperates with all relevant institutions and organizations in this field, such as the National Employment Service, Student Center Novi Sad, Center for Student Support at the Faculty of Philosophy, Center ‘Živetiuspravno’, Association of Students with Disabilities. In this process, the Info Center channels information between the support providers and final beneficiaries. The work of the Info Center in this field represents the ultimate institutional solution to many problems with which the students with disabilities face in the process of studying.

 

1.1 Keeping and updating the data base of the students with disabilities

Keeping the database on the students with disabilities is carried out by the Student Services. In cooperation with the mentor, the Student Services submit the data about the students to the mentor upon the request. When exchanging information, the legislation regulating the confidentiality of the data is taken into consideration. In addition to Student Services, data on students with disabilities are collected by the mentor. The mentor collects the data about the students continuously throughout the year. Data are collected on a voluntary basis with the consent of current and future students. In addition to collecting data at Student Services and in conversation with the mentor, data are also collected when organizing various activities involving students with disabilities.