THE STUDY REPORT OF HACETTEPE UNIVERSITY DISABLED STUDENT

UNIT (October, 2010)

DISABLED STUDENT UNIT

With an aim to facilitate the education lives and increase the social participation of the disabled students studying at our university, the conduct of the studies carried out in a coordinated manner by our rectorate is realized by “Disabled Student Unit”. This unit works within the responsibility of the Vice Rector Prof Dr Sevil Gürgan and within the coordination

of Prof Dr Hülya Kayıhan. In the unit, Ayşe Koca and the head of the department of health

sport and culture, Fatih Öztekin work as the unit managers. The unit, which works in

coordination with the department of student affairs, works in association with disabled student advisers one from each university faculty and vocational school. A separate office and necessary equipments are available for the unit.

In our university, there is also a Centre for the Disabled concerning our disabled students. Besides these units, scientific studies in related topics are continued in a coordinated manner by Faculty of Health Sciences, Physiotherapy and Rehabilitation, and Child Development Departments Ergotherapy.

STUDIES ON DISABLED STUDENTS

The studies on disabled students in the university is carried out separately in different topics, such as increasing the levels of awareness of all academic and administrative staff, adaptation of instructional materials and assessments, and purifying the physical environment from architectural barriers and providing students with one to one consultant services.

In the previous term, together with the Vice Rector Prof. Dr. Sevil Gürgan, who is in charge on behalf of the Disabled Student Unit, and Unit coordinator Prof Dr Hülya Kayıhan

participated in the meetings titled “Accessible University” carried out on 13rd November, 2009 in Ankara University and 17th May, 2009 in Gazi University. The unit coordinator, teaching staff members of the unit and disabled students participated in 4th Workshop on Accessible Universities held on 11-12 March 2010 in Ege University.

Our university has become a member of Accessible Universities Platform.

In 2009-2010 academic year, an assessment study concerning the demographic characteristics, problems and suggestions for solutions of disabled students studying at the university was carried out and planning for the new term was done (APPENDIX 1)

As a result of the study carried out by the Department of Student Affairs and Disabled Student Unit, on the basis of privacy and taking into consideration the international classifications, registration of disabled students were renewed and preliminary preparations for orientation study were realized in the beginning of the academic term.

Assessment studies on social participation and accessibility of the disabled students in the university were carried out by Faculty of Health Sciences Departments of Physiotherapy and Rehabilitation, Ergotherapy Departments and Faculty of Fine Arts and Interior Design in the previous term.

Programs for independent movement of our students in the university, training and consultant services for social participation were realized, follow-ups were done in the summer term and it was planned to continue the one-to-one studying program for the new term by Departments of Physiotherapy and Rehabilitation, Faculty of Health Sciences and Ergotherapy.

In order to raise the awareness of the academic and administrative staff, a meeting was arranged with the representatives of the university unit and they were informed about the studies of the Disabled Student Unit and activities of the new term.

Several conversations and exhibitions were carried out by our centre.

In order to raise awareness, a preliminary work of informing members of the Senate and in-service training programs for all academic and administrative staff were done in the new education period.

In order to increase the academic achievements of the disabled students, an infrastructure project was prepared to make arrangements (less specifically developed friendly reading machine for the disabled, Freedom Scientific reading scan tool, Braille printing and printer system) for the disabled in the libraries in both campuses.

Signalisation works in the university, preparation of course materials, information forms about disabled students in student registrations were renewed.

Many regulations for the solution of disabled students’ accessibility problems were done in our university (Appendix 2)

In order for the disabled students to access every area in our university, a large-scale study about architectural regulations in faculties and colleges, dormitories, libraries and social areas was performed by the Disabled Student Unit and Department of Building Works.

Appendix 1

HACETTEPE UNIVERSITY DISABLED STUDY UNIT SITUATION ANALYSIS

34 students studying in our university with physical, hearing and visual disability were interviewed by Hacettepe University Disabled Student Unit. In the beginning of the interview, demographic features were analyzed with a questionnaire in detail. Information regarding age, gender, faculty/department, duration of disability, type of disability and whether there is a social security, whether there is another disabled family member, whether any former rehabilitation service was taken before, assistive devices they use were recorded. During the interview, the hardships they stated regarding the place they live, their transportation possibilities to campus, the use of social spaces on campus (bank, ATM, library, sports centre,

health centre, post office, etc.) were recorded. Moreover, assessment of the quality of life of the students, depression/anxiety and activity performance analysis were done.

Situation analysis were carried out with 34 disabled studying at Hacettepe University Central and Beytepe Campuses. The mean age of the students is 22.39 and range of age differs between 18-29 years. 56% (19 people) of the participants are male and 44% (15 people) were female. When the distribution of disability type was examined, it was seen that there are mostly visually disabled students in out university (Table 1)

Table 1 – Disability diagnoses of the students

n %

Visually impaired 23 67

Hearing impaired 3 9

Systemic Disease

Kidney Disease 1 3

Neurological disease

Dystrophy 1 3

Transfer myelitis 1 3

Myelomeningocele 1 3

Orthopedic disabilities

Congenital hip dislocation

4 12

15 of the disabled students of our university study in Beytepe Campus and 19 students study in Central Sıhhiye Campus. The distribution of students according to faculties are shown in Table 2

Table 2. Distribution of students according to faculties

n %

Faculty of Arts 12 35

OIC. IDR. Sci. Faculty 6 18

Faculty of Health Sciences

9 26

Faculty of Medicine 2 6

Social. Sci. Vocational School

2 6

Faculty of Engineering. 2 6

Faculty of Education 1 3

26 (76%) of the students interviewed had social security, whereas 8 (24%) of them did not have any. (Table 3)

n %

No social security 8 24

With a social security 26 76

21 of the students stated that there is no other disabled person in their families, whereas 13 of the students said that there is another disabled person in their families. Degree of closeness of the disabled people in the families of the disabled students is shown in Table 4.

Table 4: Disabled individuals in the families of the students.

n

Sibling 4

Mother 4

Father 2

Cousin 3

16 of the students live with their families in a house, 4 of the students live with their friends in a house and 14 of the students live in a dormitory.

11 of the students had rehabilitation, whereas 11 of the students did not have any rehabilitation before.

Whereas 19 of the students use assistive devices, 5 of the students are not in need of any device. Types of assistive devices used are shown in Table 5. 10 of the students’ need for

assistive devices before were not identified

Tablo 5: Assistive devices the students use

n %

Walking stick 4 21,1

Crutch 2 10,5

Walker 1 5,3

Hearing aid 2 10,5

Glasses 7 36,8

Telescopic Glasses 2 10,5

Other 1 5,3

Whereas 23 of the students did not indicated any hardship about attending classes, 11 of the students indicated that they sometimes have problems attending clases.

21 of the students stated that they arrive at the university via busses/shared taxis, 9 of the students on foot and 1 of the students by his/her own car.

While some of the students said that they can completely or partly use the various common living areas in the university, some of them stated that they can never use them. (Table 6)

Table 6. Students’ difficulties in the use of common living areas in university.

I can use I can use to some

extent I cannot use

Classrooms 11 11 2

Dorm 6 8 4

Bank 8 11 5

Post office 11 9 4

Toilets 17 5 2

Library 8 14 2

Health centre 14 9 1

Sports centre 9 7 6

Cafeteria 15 7 2

As a result of the interviews and assessments, it was determined that disabled students usually cannot use the libraries. For this, the absence of sound recordings of courses, inadequate lighting and the difficulty in reaching documents can be counted among the reasons.

In reaching the library in the central campus, disabled students (especially those with wheelchair) are said to have difficulties since the existing ramps lengthen the way to the entrance of the library.

They also stated that the seating places separated for the students in the amphitheatres are remote and isolated. The fact that places such as dining hall, library students’ cafeteria are

on the upper floors and there are no lifts available to access these places make it hard for disabled students to use them. It was also expressed by the students that in education buildings and hospitals there are very few disabled toilets and these toilets are not clean.

The problem concerning visually disabled students regarding banks and ATM machines is that they cannot make any transaction except for withdrawing. Accessibility problems in campus for visually disabled students are the lack of warners on the starts and endings of the stairs, lack of ramps, the fact that they get lost due to the lack of signalisation and the fact that they cannot read the writings on the notice boards.

Regarding Beytepe Campus, disabled students mentioned their problems due to high pavements and their accessibility problems due to the lack of banisters. Moreover, car parks for the disabled students is said to be far from the departments.

Other problems identified for visually disabled students are that they neglect their routine eye examinations and that they do not regularly use the visual aids that they were recommended.

Students with low vision have trouble reading lecture notes and exam papers.

All disabled students mentioned the scantiness of sporting opportunities.

STUDIES PLANNED TO INCREASE COMMUNITY PARTICIPATION AND

ACADEMIC ACHIEVEMENT OF DISABLED STUDENTS

Realization of rehabilitation approaches towards increasing the functional capacities of the students, although environmental regulations for disabled students to access the library are enough; for visually disabled students, creating audio recordings of the lessons by us with the help of voluntary students and storing these materials with the support of the university and providing suitable environment (cabin, room, etc.) in order for these voice recordings to be listened. Providing and offering suitable computer hardware to students in the long run by our university; again by our university, providing reading lamps for appropriate lightning, providing Braille printer and reviewing of signalisation (adding the same information of shelf numbers, floor names etc. under the same table with Braille) within the library. Reviewing of seating arrangements in amphitheatres and getting the seats ergonomically suitable. Providing seats to rest during transfers in buildings that have long aisles. Negotiating with banks regarding the use of ATM machines and leading technological developments of programs especially for the use of the visually disabled. Increasing the number of disabled toilets in education buildings and hospitals and taking necessary precautions for cleanliness of the toilets.

Placing warners on the starts and endings of the stairs, supporting the signalisation tables in the campus with Braille and hanging the announcements of the departments on the notice boards with Braille output, making announcement in departments and classes also in written form for hearing disabled students.

Making necessary arrangements in dormitories for disabled students. Adhering to the principle of confidentiality, making additions to current program in order to have pre-information of disabled students during registration. In order to increase the success of the students in exams and courses, identifying an academic and/or administrative advisor from every unit of the university and providing coordination with the Disabled Student Unit. Realising an orientation program. Electing disabled student representative and creating a council. Getting support from Faculty of Medicine, Department of Ophthalmology for students with low vision and with need for a visual aid and getting support from , and Ear, Nose and Throat Department and other related department for students with hearing disability. Cooperating with student council. Writing lecture notes and exam papers in bigger fonts; providing observer support and appropriate method and environment in accordance with the choice of the student. Inclusion of elective physical education courses in the curriculum that disabled students can take and doing necessary studies on establishing Hacettepe University disabled sports club/team. Making audio recordings of courses for blind students with the help of volunteer students and storing them as archives; creating appropriate environment (cabin, room, etc.) for these recordings to be listened.

Providing reading lamps that are easy on the eye for the students with low vision. Providing specially programmed computers and computer laboratories for these in order for the students to reach documents. Providing Braille printer for blind students to print out documents. Making signalization for blind students (adding information with Brille under the current tables for shelf numbers, floor names, etc. within the university). Warners should be placed on the starts and endings of the stairs, there should be ramps and in order for edge of the steps to be distinguished, contrasting colour strips for low-vision students and different tissues for sense of touch for blind students should be attached. Tables written with Braille to access classes in departments with signalization and writing class numbers in bigger fonts for students with low vision. Writing the notes on the notice boards with Braille or in bigger formats for students with low vision or audible for blind students. Doing in service and information trainings for Senate members and Hacettepe employees in order to raise awareness in the new academic term.

APPENDIX 2

WORKS ON ARCHITECTURAL ARRANGEMENTS FOR DISABLED STUDENTS

Architectural works for disabled students and disabled individuals were done in Hacettepe University Central Campus. At the same time by determining the current problems, solutions have been developed. The planned future work is listed in the following list.

COMPLETED WORKS

1. In the newly completed and opened Faculty of Dentistry architectural solutions to provide easy access for physically disabled people were applied in student entrance and main entrance.

2. In Faculty of chemistry, which was chosen as the first pilot area in the campus, access for disabled students from roads were provided and with an aim to provide access for disabled students to reach the floors, a lift was built and was opened for use. On the second floor (next to the S Hall) there is a WC for the use of disabled people.

3. Since the entrances of Mediko-social and HÜSEM which is located in the entrance of Block E, a ramp was built and the stairs were renewed. By placing lightening on the ground for evenings, the access of disabled people was ensured.

4. By building a ramp, suitable for slope of 6%, access to the building was ensured in the entrance of Morphology building.

5. By building a lift in the Cultural Centre, the possibility of using the halls in both floors were created. At the same time, the entrance of the Cultural Centre was organized as ramps and stairs.

6. The entrance of the Adult Hospital was organized so as to provide easy access for the disabled people.

CURRENT PROBLEMS AND WORKS TO BE DONE

1. It is necessary for car parks, which disabled students and people will use, to be identified and architecturally arranged. To this aim, a project was prepared so that in the car parks number 1-2-3-4 and 5, in front of the administrative building, in front of Parental Mayi Laboratory and in front of SKS department, a car park suitable for standards will be separated for the disabled.

(Hacettepe University Hospital – Car Park No.4)

(Closed Sports Hall – Car Park No. 5) (Car Parks No. 2-3-3)

The place seen as car park number 3, is being renewed as a closed car park. In the open-top car park area, the car park for the disabled will be applied in the same way.

2. It is necessary for a place of accommodation to be created for the disabled, especially physically disabled people in Hacettepe Central Campus. In Guest House 2 (Block D5), disabled rooms are planned on 5th and 7th floors. The projects have been completed. Within the scope of this study, by using standard platform height difference lift in the entrance of the Gues House 2, the opportunity to access block D5 with wheelchairs will be provided. There is a need for one more standard platform height difference lift to reach the lift. The current lift will be changed into a disabled lift.

Rooms for the disabled on 7th floor

Rooms for the disabled on 7th floor

3. It is necessary for a Disabled Unit where disabled students can access and have meetings when necessary should be constituted within our University. As a result of the studies carried out to this aim, it is considered that an office available on block D5 on the second floor in Ergotheraphy Department to be separated as “Disabled Student Unit” and

the library part next to it to be separated as a meeting hall for the use of disabled students. The projects have been created. The access to this and other floors will be made from the entrance of block D5 Gurst House entrance and with card-controlled doors.

1st Floor Plan 2nd Floor Plan

3rd Floor Plan

Current toilets on 2nd floor need to be renewed as M+F+Disabled toilets. A Project was prepared to this aim.

(CURRENT WC PLAN 1/50) (RENOVATION WC PLAN 1/50)

4. At the same time, with the building of the disabled lift which D5-D6 blocks will share, the problem of accessing floors for especially disabled people who want to use the classrooms on 1st 2nd and 3rd floors will have been solved. For the access to these classrooms in block D6, cart-controlled doors will be constructed. The caretaker room on the first floor of block D6, will be turned into a disabled WC. Projects to this aim have been prepared.

(BLOCK D6 2ND FLOOR CURRENT PLAN 1/100)

(BLOCK D6 3RD FLOOR RENOVATION PLAN)

(BLOCK D6 1ST FLOOR CURRENT PLAN 1/50) (BLOCK D6 1ST FLOOR RENOVATION –

DISABLED WC PLAN)

5. There are problems of the disabled people who study at the Faculty of Medicine concerning the distribution to floors. To this aim, a project was prepared for building a lift. In the scope of this study, it was also considered to build a ramp in the entrance of the M door. It is necessary for the current WC on the ground floor to be renewed as disabled WC.

(BLOCK F1 BASEMENT FLOOR)

(BLOCK F1 GROUND FLOOR)

(BLOCK F1 1ST FLOOR)

(BLOCK F1 2ND FLOOR)

(BLOCK F1 3RD FLOOR)

LIFT PROJECTS

(BLOCK F1 GROUND FLOOR CURRENT WC PLAN) (BLOCK F1 GROUND FLOOR RENOVATION – DISABLED WC PLAN)

(DOOR M DISABLED RAMP 1/100)

6. Works has been done for the access of especially disabled people to staff and student cafeterias in block E. In the first place, the ramp in the entrance of Mediko-social and HÜSEM was completed. In the second place, it is necessary for the stairs in the middle to be resolved for disabled students. To this aim, to build Standard rack type height difference lift in the first stairs, and building standard platform height difference lift in the second and student cafeteria stairs has been found appropriate. For the toilets on the floor of Staff Dining Hall, necessary survey work has been done and architectural projects have been prepared in order to build 2 (men-women) disabled toilets.

Standard platform height difference lift types

Standard rack type height difference lift types.

(DISABLED WC PLANS 1/50) (*Disabled WC will be built in current WC*New walls will be ytong*WC door will be

110/120 sheet metal casing, laminate wing*WC doors will open outwardly*Walls will be

covered to the ceiling with ceramic*Necessary sanitary ware will be used for the

disabled*The floor will be ceramic with no threshold* In men’s WC current warehouse

door will be diverted)

7. There are no architectural obstacles regarding the access to the library building in central campus. However, hardships regarding physically, especially visually disabled people’s reaching the floors continue. To that end, it is necessary to allocate one of the

current lifts for the use of disabled people and to make some changes. Some determinations have been made and designed. 8. The problem regarding the lack of a disabled room in dormitories (Block L), which are especially important for students, and the problem regarding the access to the floors continue. By carrying out studies, it was found appropriate to build lifts on 3 different points in the dormitory complex, which consists of A-B-C blocks. These lifts are considered for the use of individuals with disabilities of all kinds. At the same time, the planning of two rooms for each block and their projects have been prepared.

(BLOCK L DORMITORY BED FLOOR RENOVATION TYPE PLAN 1/100)

(DISABLED ROOM PLAN 1/50) (PROJECT NOTE: 1-Room floor will be covered with PVC 2- All rooms will have wooden

chipboard manufacturing 3- In rooms, walls will be satin, the ceilings will be plastic paint 4-

Walls to be newly put up will be ytong 5- Walls and floors of all wet areas in rooms will be

covered with ceramic 6- Isolation of wet areas to be constructed in rooms will be made 7-

Ceilings of wet areas in rooms will be print slatted aluminium ceiling. h:270cm. Areas where

suspended ceiling is damaged will be fixed suitable to the current 8- Doors will be produced

sheet metal casing, laminate wing 9- No thresholds will be put on room and bath passes and

on the entrance door of the room 10- The adjoining room will be turned into a single room)

9. It was determined that some architectural solutions are needed in blocks D2-3-4. Projects are being made to ensure current lift to access the ground floor. It was found appropriate to put standard rack height type lift on the current stairs up to 1.50 meters and to put platform height difference lift for stairs with more height difference in the blocks.

10. It was found appropriate to put platform height difference lift on the stairs of Health Services V.H.S for disabled students to access classrooms

(POPULATION STUDIES 2ND FLOOR RENOVATION 1/100)

11. The application of guidance way which will provide direction for disabled people in Hacettepe University Central and Beytepe Campuses is necessary. With the help of this guidance way and reading boards for visually disabled people to be created in various points, individuals will be able to reach the desired places on their own. To this end, project works have been started.

Besides, in the scope of Hacettepe University The Disabled Research and Application Centre responsibility project, by renovating the facility built on 56 acres of land in İskenderun Arsus, the project of 'Disabled Rehabilitation and Education Centre project

implementation " started in 2008 and it has been being continued. The department of Construction and Technical Works has prepared plans for renovation of this centre. Studies are being continued.

BUDGET

With an aim to facilitate the training and education lives of our disabled students, many studies have been done with the help of our university. As a result of the assessment done for the regulations planned hereafter, the following budget is emerged to be needed.

2.308.402.56 ( TL )

2.050.621.53

TOTAL 4.359.024.09