engleski

University as a place for promoting inclusion

What does an inclusive curriculum mean and how much are we, as university teachers accessible to the needs of students with disability, or how rigid and subject oriented in our teaching we are? These are questions which will be discussed in this paper. The presentation is based on an ongoing study of how inclusion is performed at the University of Zagreb and how is it perceived by coordinators for students with disability, university teachers and students with disability. The presentation shows how university that recruits students with disability because it looks like a ”good practice”, but does not change the level of institutional and personal knowledge, values and skills, needed for inclusive curriculum is not socialy accessable for so called «non traditional students». Beeing present at the lectures does not mean yet that the student is included, it can lead into further isolation. This is why the whole academic community has to prepare to change the images, dynamics, accommodating new ideas and shifting perspectives determines the inclusiveness

Higher education; students with disability; inclussive curriculum; accessability; ethical challenges.

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