Abstract:

Students with disabilities are included in the education process at all levels. The literature review done by bibliometric analyses provides data regarding the theoretical aspects of the most frequently used methods and tools for teaching and learning adjustments. The adjustments include extended durations for written exams, digital learning materials for students who are blind or visually impaired, specific fonts such as dyslexia font, peer assistants for students with disabilities, etc.

Each academic year, approximately up to 2% of students need specific learning and exam-taking adjustments. The learning adjustments are additionally explored by medical doctors, psychologists, speech therapists and other specialists at the medical institutions. Administrative procedures at the university and college level provide recommendations for each student.

The research sample includes students with disabilities who require special adjustments for teaching and learning during the last seven years. Qualitative and quantitative analyses of statistical data were done, and the results show the increasing number of students with special needs who are entering the tertiary level of education. The dropout rate for students with disabilities is significantly higher compared with the students without specific needs. They usually need up to 2 years longer time to study. The results can be used to create a specific support program for professors, personal assistants, and peers supporting the educational process of students with disabilities in the process of higher education.

Keywords:

Student with disabilities, adjustment, tertiary education.