Adjustment In teaching for students with dissabilities on social work study

Visoko obrazovanje važan je dio pripreme za tržište rada svih studenata koji upisuju fakultet sa željom da steknu potrebnu edukaciju u željenom području rada. Pojava inkluzivnog obrazovanja svakako je pridonijela sve većoj dostupnosti visokoškolskog obrazovanja svim ranjivim skupinama pa tako i studentima s invaliditetom. Brojna prava i prilagodbe nastave koje studenti mogu ostvariti nedvojbeno utječu na samu odluku osoba s invaliditetom da se uopće odvaže na studiranje te na taj način osiguraju sebi bolju mogućnost konkuriranja na globalnom tržištu rada. Ipak, vrlo je važno ispitati što im na tom putu pomaže te s kojim se izazovima susreću. Cilj ovoga kvalitativnog istraživanja je istražiti i opisati iskustvo prilagodbe nastave iz perspektive studenata s invaliditetom Studijskog centra socijalnog rada Pravnog fakulteta Sveučilišta u Zagrebu. Istraživanje je provedeno u svrhu pisanja diplomskog rada, a uvidom u iskustva studenata s postojećim prilagodbama nastojati će se pružiti smjernice nadležnima za eventualno poboljšanje već postojećih prilagodbi i/ili uvođenje novih na preddiplomskoj i diplomskoj razini Studija. Istraživanjem su se nastojala ispitati iskustva studenata s invaliditetom s informiranjem o pravu na prilagodbu tijekom studija, iskustva s primjenom specifičnih oblika prilagodbe u nastavi i ispitima te kako studenti procjenjuju pripremljenost nastavnog i nenastavnog osoblja za rad sa studentima s pravom na prilagodbu. Rezultati istraživanja pokazuju kako su studenti zadovoljni načinom informiranja o prilagodbi i cjelokupnim procesom ostvarivanja prava na prilagodbu. No ipak preporuke ukazuju na potrebu proširivanja informacija i uvođenja novijih i modernijih izvora informacija. Istraživanje također ukazuje na potrebu za ubrzavanjem službenog postupka dobivanja prava na prilagodbu nastave i ispita. Što se tiče iskustava s primjenom specifičnih oblika prilagodbi nastave i ispita, njihov pozitivan učinak na kvalitetu studiranja i stanje samog studenta je neupitan. Rezultati također pokazuju kako su studenti zadovoljni s postojećim oblicima prilagodbe uz neke prijedloge za uvođenje novih prilagodbi koje bi poboljšale kvalitetu studiranja. Što se tiče ocjene pripremljenosti nastavnog i nenastavnog osoblja, iskustva su vrlo različita. Dok se pripremljenost nenastavnog osoblja procjenjuje vrlo zadovoljavajućom, iskustva s pripremljenošću nastavnog osoblja vrlo su neujednačena.Higher education is an important part of preparation for the labor market for all students who enroll in college with the desire to acquire the necessary education in the desired field of work. The emergence of inclusive education has certainly contributed to the increasing accessibility of higher education to all vulnerable groups, including students with disabilities. Numerous rights and adjustments of teaching that students can exercise undoubtedly influence the very decision of people with disabilities to dare to study at all, and thus ensure a better opportunity to compete in the global labor market. However, it is very important to examine what helps them along the way and what challenges they face. The aim of this qualitative research is to investigate and describe the experience of adapting teaching from the perspective of students with disabilities of the Study Center for Social Work at the Faculty of Law, University of Zagreb. The research was conducted for the purpose of writing a diploma thesis, and insight into the experiences of students with existing adaptations will seek to provide guidance to those responsible for possible improvement of existing adaptations and / or introduction of new at the undergraduate and graduate level. The research sought to examine the experiences of students with disabilities with information on the right to adaptation during studies, experiences with the application of specific forms of adaptation in teaching and exams and how students assess the readiness of teaching and non-teaching staff to work with students with the right to adaptation. The results of the research show that students are satisfied with the way they are informed about the adjustment and the entire process of exercising the right to adjustment. Nevertheless, the recommendations point to the need to expand information and introduce newer and more modern sources of information. The research also points to the need to speed up the official process of obtaining the right to adjust teaching and exams. Regarding the experiences with the application of specific forms of adjustments to teaching and exams, their positive effect on the quality of study and the condition of the student is unquestionable. The results also show that students are satisfied with the existing forms of adaptation with some suggestions for the introduction of new adaptations that would improve the quality of study. Regarding the assessment of the readiness of teaching and non-teaching staff, experiences are very different. While the preparedness of non-teaching staff is assessed as very satisfactory, experiences with the preparedness of teaching staff are very uneven