The intervention and support of the Inclusion Office is essential due to their proximity to the student and the teaching staff in the faculty or school.
On the other hand, they can provide personalised guidance and advice to the student, channel the necessary formalities related to academic management and, when necessary, act as the contact person with the Dean’s office or the Head of the faculty.
It provides guidance on reasonable accommodations and the necessary adaptations, inclusive methodologies, classroom support resources, adapted technologies and accessibility to learning materials to allow the teaching staff to satisfy the needs of the students and design the classes in accordance with universal design and accessibility criteria.
When a student is registered with the PIUNE and follows the care protocol, you will receive a personalised report from your faculty or school with recommendations about the adaptations, methods, classroom support resources and specific evaluation criteria for each particular case.
It is important that you tell the student to contact the PIUNE Inclusion Service so that they can assess their needs and the adaptations required to enable them to continue their studies under equal conditions. The student must be routed to an institutional circuit in order to receive care and support from the service.
You can consult the information in different guides and documents depending on the student's disability and/or special educational needs on the PIUNE website at: Materials and resources for teaching staff
We at the PIUNE will respond to your questions in person, by telephone or by email, and provide you with specific advice, offering a response that is appropriate for each case.
The adaptations will be established in accordance with the student’s educational needs. Such needs are specifically tailored to each person and they may vary, depending on the personal characteristics, the degree programme and their situation, among other factors.
You can contact us at: email@example.com and/or call us on: 93 581 47 16.
A set of teaching strategies aimed at guaranteeing the inclusion of all students and in particular, of persons who are disabled and those with special educational needs.
A measure for dealing with the needs of students who are disabled and/or who have special educational needs.
The adaptations consist of providing the spatial, personal, material or communication resources required for the student to access the course syllabus and/or adjustments to basic aspects of the educational programme, such as times, methods or assessments. In all cases, they do not entail paying less attention to the learning abilities of the student or a lower educational level.
The universal design for learning is an approach that provides a reference framework for creating learning content that proposes multiple ways of presenting information, action and commitment.
The universal aspect of UDL does not provide a solution for everyone, but expresses the need to design flexible, personalised activities, tasks and contents in keeping with the reality of the classroom.
Designing the materials in accordance with the principles of universal design for learning, guaranteeing accessibility to the materials and documentary resources, using inclusive teaching methods, providing access to computer tools during the learning process and in the assessment system (assessment adjustments in relation to the format, duration, etc.).
There are accommodations related to teaching methodologies, teaching and learning processes, accessibility to information, communication, and assessments.
“Non-significant” adaptations are recommended, which means that the basic elements of the syllabus are not changed but changes are proposed to teaching methods, organisation, accessibility to information and communication, physical environments and technological resources, among others.
- Accommodations in teaching methods
Below are some adaptations that are accommodations, based on the type of disability and/or special educational need.
- Having digitalised teaching materials and bibliography.
- Having accessible electronic documents in sufficient time to facilitate learning in class.
- Guaranteeing accessibility to audiovisual materials (e.g., subtitling of videos).
- Flexibility in setting up the work equipment; for example, in smaller groups or even the possibility of doing it individually.
- Adapted furniture in the classroom and/or reserved area supervised by the PIUNE in coordination with the Logistic Support/Information Point of the centre.
- Making it easy to leave the classroom when necessary.
- Providing the tutorial as an area for clarifying doubts about the course subjects, and facilitating the organisation and prioritisation of academic tasks or activities.
- Having a student to assist by taking notes and offer support in practical exercises and/or activities, depending on the student’s needs. Support student programme.
- Assessment accommodations
Below are some examples of accommodations related to exams, which will be established depending on the student’s educational needs:
- Extension of the time allocated for completing the exams, as indicated in the Student’s report; for instance, extending the real time of the exam by one-third.
- Flexibility in changing exam dates and/or excusing students from activities due to medical reasons or circumstances related to their health condition, which must be duly accredited and justified.
- Use of a computer with special programmes intended exclusively for exams and without Internet access, which the PIUNE makes available to the student on the day of the exam.
- Providing clarifications in the event of doubts about the wording of the exams and reformulation of questions when necessary.
- Provision of a written evaluation test for students with speaking difficulties and on the contrary, oral tests for students with reduced mobility.
Yes. At university, the introduction of accommodations by the teaching staff is a measure that guarantees the right of students with disabilities to carry out their university studies under equal conditions, as established by Organic Law 4/2007 of 12 April, which amends the Twenty-Fourth Additional Provision of Organic Law 6/2001 of 21 December (Universities Act) (Official State Gazette no. 89 of 13/04/2007), Concerning the inclusion of persons with disabilities in universities.
In the case of students with chronic or acute diseases that entail prolonged recovery processes, the applicable provisions are those of the “Common framework of action by Catalan universities in cases of university students with chronic or acute diseases that involve prolonged recovery processes”. Student Affairs Commission, 9 March 2021.
UAB regulations on Equal Opportunities for Persons with Special Needs
Regulations on equal opportunities for persons with special needs
General state regulations
Students with special educational needs (SEN) require adapted teaching methods to guarantee equal opportunities pursuant to current law.
Royal Decree 822/2021 of 28 September, which establishes how university teaching is organised and the procedure for guaranteeing the quality thereof.
Royal Decree 822/2021 of 28 September, which establishes how university teaching is organised and the procedure for guaranteeing the quality thereof
Organic Law 4/2007, of 12 April (Universities Act)
Organic Law 4/2007 of 12 April (Universities Act)
University Student Statute
Royal Decree 1791/2010 of 30 December University Student Statute