1. Do students that attend my lectures know about the Accessibility Center?

At the beginning of each academic year, the Academic Councelor and the Accessibility Center’s staff inform students about the Accessibility Center and the process of registration for students with disabilities, during the events for the reception of freshmen as well as through their targeted presence in mandatory courses. Additionally, relevant announcements are posted on the central website of the University of Thessaly, on the websites of each Department, as well as on the Accessibility Center’s website and social media. Finally, throughout the academic year, awareness-raising activities and initiatives are carried out for the entire academic community.

2. What’s the process for registering for the Accessibility Center?

The process followed by students with disabilities (SwD) to register with the Accessibility Center is as follows:

Step 1: They visit the Accessibility Center’s website (prosvasi.uth.gr).

Step 2: They submit the “Registration Application for Students with Disabilities and/or Special Educational Needs” and attach their diagnostic document to it.

Step 3: They book an appointment with the the Accessibility Center’s staff https://prosvasi.uth.gr/en/home/appointments.

3. What is the needs assessment process and what is its purpose?

Needs assessment is the most important process prior to supporting a SwD. Through one or more meetings with the SwD, as well as searching for information from other sources when necessary, the Accessibility Center’s personnel informally record the needs of SwDs in all areas of their academic life using assessment tools. Based on the needs assessment, an Individualized Plan of Needs and Support (IPNS) is created, the teaching staff is informed, and accommodations are provided.

4. What kind of information is included in an Individualized Plan of Needs and Support (IPNS)?

An Individualized Plan of Needs and Support (IPNS) includes detailed information about the functional abilities of students with disabilities, the obstacles they face throughout the educational process, suggestions for accommodations during lectures as well as suggestions for their assessment. These suggestions are created taking into account the individual profile of each student, the requirements of the courses, as well as international practices that promote equal participation of students with disabilities in the educational process.

5. Am I obligated to follow the recommendations of the Accessibility Center?

In the case of students with disabilities and/or special educational needs, the personalized recommendations of the Accessibility Center are followed in accordance with the provisions of Government Gazette 1644/17-03-2023
However, the teaching staff, depending on the availability of human resources, the nature of the course and the needs of students with disabilities and/or special educational needs, have the flexibility to choose the appropriate accommodation in collaboration with the Accessibility Center in order to ensure that students with disabilities and/or special educational needs have access to the educational process (Government Gazette 2431/B’/12-04-2023).

6. How can I know which students with disabilities are attending the classes I teach?

The Accessibility Center encourages students with disabilities to provide you with their Individualized Plan of Needs and Support (IPNS) at the beginning of each academic semester and to maintain an open communication channel with you for issues that concern your course(s).

In addition, the list of Individualized Plans of Needs and Support (IPNS) for all students with disabilities registered with the Accessibility Center is sent every semester to the Responsible Member of the Secretariat of your Department (see https://prosvasi.uth.gr/en/about-us/administrative-staff-at-the-secretary-office/). The Responsible Member ensures that each teacher is informed separately about the students with disabilities attending their classes. If you have not received relevant information from your Department’s Secretariat, you can ask them for it.

7. How can I know about my SwD’s needs if they don’t contact me?

You can find out the needs of people with disabilities by consulting the Individualized Plan of Needs and Support (IPNS), which is available at the secretariat of your department. For any further clarification regarding the needs of people with disabilities, you can contact the the Accessibility Center.

8. Does the Individualized Plan of Needs and Support (IPNS) of SwDs essentially request favorable treatment from teachers and instructors?

The Individualized Plan of Needs and Support (IPNS) for people with disabilities includes useful information for each person individually, as well as suggestions for accommodations in teaching and assessment. These suggestions always aim to ensure the equal participation of people with disabilities in these processes, rather than favorable treatment.

9. Are the different methods of assessment a segregation policy?

The goal is to ensure the equal participation of students with disabilities in the examination process and to provide them with the opportunity to demonstrate their knowledge, which may not be possible through written communication.

10. What does the term “educational accommodations” mean?

The term educational accommodations refers to strategies aimed at removing barriers to access to the educational process.

11. What kind of accommodations may a SwD need during lectures?

You can refer to the following link to see accommodation suggestions:

Suggestions for adjustments/adaptations and training practices

12. What kind of adjustments might a SwD need for his assessment?

You can refer to the following link to see accommodation suggestions:

Suggestions for adjustments/adaptations and training practices

13. How do I interact/communicate with a SwD?

You can refer to the following link to see accommodation suggestions:

Suggestions for adjustments/adaptations and training practices

14. Are SwD obliged to follow the suggested assessment accommodations?

Regardless of the accommodations proposed by the Accessibility Center, students with disabilities can choose to be assessed in the same way as other students.

15. What to do when I’ve provided all the necessary accommodations, but the SwD does not show up during exams?

Students with disabilities, like all other students, have the right to choose not to attend an exam. It is recommended that instructors are prepared in any case.

16. How is the mixed method (written & oral) of assessment applied?

• The mixed method of assessment consists of a written and an oral examination. SwD participate in the written exam and are then examined orally.
• The oral examination is complementary to the written one, meaning that the topics are exactly the same as those in the written exam, and the instructors ask orally the same questions as those already formulated in writing. SwD may have their written exam in front of them during the oral examination. Usually, the mixed method of assessment is followed when the topics are open-ended. However, in rare cases, it may be necessary even for multiple-choice questions. During grading, only the oral answers of SwD are taken into account.
• In more detail, SwD examined with the mixed method all gather in the same room together with other fellow students who take the written exam, so that they have time to think and formulate their answers in writing. This may be announced beforehand on e-class without mentioning any names so that SwD who will are assessed with the mixed method know in which room they will take the written exam.
• Once they have completed the written exam (they may have developed a short written answer, keywords, shapes, bullet points, etc.), they will ask a supervisor to accompany them to the oral examination room.
• We suggest that there should be a writer who will record the answers of the students according to the instructions proposed in the oral examination (see oral examinations).

17. Can the oral exam be planned on a different date & time than the written exam?

It is suggested that all parts of the exam process be held on the same day. As soon as the SwD finishes his/her written exam, he/she is taken to the lecturer’s office to be examined orally on the same questions as the written exam.

18. If a student that is being assessed with the mixed method turns in an empty exam paper, can he proceed to be assessed verbally?

The oral exam accompanies the written exam. During the oral examination, the SwD explains what he wrote in the written exam, so the questions are the same. For these reasons SwD that are examined with the mixed method must first have responded in writing. During their written exam, they may have developed a short text, put key words, shapes, bullet points, etc.

19. Do I take the student’s writing into account when he/she is assessed with the the mixed method?

When assessing a student with the mixed method, the oral examination of the student is taken into account (Government Gazette 2431-B’).

20. Is it mandatory to have a scribe in oral exams? If yes, who will take on this role?

It is recommended that there is a scribe who will record the students’ answers according to the instructions given in the oral exams. The scribe is appointed by the department and can be a member of the teaching and research staff, the administrative staff, etc.

21. If any concern regarding a SwD comes up, can I get in touch with the Accessibility Center to ask for their input?

Every semester, the Accessibility Center holds meetings with the Academic Counselors and teaching staff of all departments of the University of Thessaly in order to discuss any questions, concerns, or difficulties that may have arisen. In any case, if any difficulty or concern arises, we suggest that you contact the Accessibility Center in order to arrange a meeting either in person or remotely (via Microsoft Teams).

22. What can I do if I encounter students with disabilities in one of my courses that are not registered for the Accessibility Center?

If you identify a student in one of your courses who has learning or other difficulties, you can suggest that they contact the Accessibility Center in order to explore whether they can enroll in the Accessibility Center and then have their needs recorded. If the student does not want any accommodations and does not wish to enroll in the Accessibility Center, it is recommended to respect their wishes.

23. What can I do if a student asks for accommodations during lectures or exams based on a diagnostic form, but is not registered for the Accessibility Center?

You should refer him/her to the Accessibility Center. According to the Senate’s decree 164/29-1-2016, students who request accommodations during lectures or evaluation are obliged to enroll in the Accessibility Center. The Accessibility Center will record his/her needs, inform your Department, and suggest appropriate accommodations.

24. A SwD has asked to be assessed in a different way to that suggested in his/her Individualized Needs and Support Plan. What can I do?

In this case, you follow the method of assessment proposed in the Individualized Needs and Support Plan of the SwD, as these are accommodations based on the individualized recording of his/her needs, the relevant legislation and international practices. You can also suggest that he/she contact the Accessibility Center to update his/her needs.

25. A SwD has asked me to be assessed on reduced syllabus material. What can I do about that?

SwD are examined on the same syllabus material as students without disabilities. The adjustments concern the teaching methods – techniques, the way of studying as well as their assessment.

26. A SwD has asked to be exempt from exams and instead turn in a project/assignment paper. Am I obliged to accept that?

If you have decided to assess all students by asking them to turn in assignments, then the students with disabilities can also be evaluated in this way. If the exemption from written exams is only given to students with disabilities, then it is a segregation policy.

27. A deaf student with his/her Greek Sign Language interpreter is attending a course of mine. What should I be aware of?

You should know his/her name and the association which he/she represents and suggest him/her to get in touch with the Accessibility Center. If the interpreter is a member of the Accessibility Center, you can contact us. Moreover, there are some general guidelines to take into account while lecturing (Suggestions for interpretation in Greek Sign Language). 

28. If a SwD asks for extra time during exams, how long can that extension be?

If the student with disabilities needs more time, this clearly stated in their Individualized Plan of Needs and Support (IPNS) and arises from the recording of their needs by the Accessibility Center. In this case, you may give them extra time, which should not exceed 30 minutes, depending on the nature of the course and the type of topics being assessed (Government Gazette 2431/B’/12-04-2023).

29. A SwD asked me to take a break during the exam. What can I do?

In the event that the SwD needs breaks during the examinations for health reasons (e.g. visiting the toilet, taking a snack or medication) you will know this in advance, as it will be available as information in the Individualized Needs and Support Plan (Government Gazette 2431/B’/12-04-2023). You can make sure that during the break he/she is accompanied by the supervisor.

30. Can a student be accompanied during exams (by a parent/guardian or caregiver)?

A third person may accompany the SwD without intervening in the exam process. Whether a SwD has a caregiver accompanying him/her is reflected in his/her Individualized Needs and Support Plan.

31. How do I notify SwD for the date and time of the oral exam?

Special attention should be paid to the protection of personal data. You can communicate with the SwD themselves through e-class, email or make an announcement on eclass, but personal information should not be mentioned.

In the case of the mixed method of assessment, if during the written exams you need to communicate with the SwD for the supplementary examination that follows, try to be as discreet as possible so as not to put the SwD in a difficult position. If this happens, it may affect their performance in the oral exam, which will determine their grade.