Legal changes from September 1, 2020 (Government Decree 191/2019. (VII. 30.) § 65)!
Attention! From June 22, 2022, the “Equality of Opportunity Request” form can be submitted in the NEPTUN request handling system, but only together with the disability confirmation certificate (ELTE GYOPSZ, or in the case of a disability that was also present in public education: the county/municipal pedagogical service).
Promoting equality of opportunity for students
Nftvhr. 62. § (1) Upon request of the student with a disability, the higher education institution must establish requirements that differ partially or entirely from the curriculum’s provisions, or – in accordance with Nftv. 49. § (8) – it must waive the fulfillment of those requirements by providing at least one, or if necessary, several of the benefits set out in paragraphs (2)-(7), if, based on the conclusions of the disability confirmation certificate, a benefit or exemption can be provided to the student.
partial or full exemption from the practical requirements, or fulfilling them in another form,
substituting the written exam with an oral exam, or the oral exam with a written exam,
exemption from the language exam or part of it, or from a specific level,
exemption from tasks requiring manual skills, provided that theoretical knowledge can still be required,
allowing the use of special tools or equipment necessary for solving written tasks,
providing more preparation time than what is determined for non-disabled students,
providing a personal assistant to the student during their studies.
partial or full exemption from the practical requirements, or fulfilling them in another form,
substituting the written exam with an oral exam, providing sign language or oral interpretation during oral examinations upon the student’s request,
exemption from the language exam or part of it, or from a specific level,
providing a simultaneous written display of the spoken content during lectures and exams for the student for the sake of clarity and understanding,
providing auxiliary tools and visual aids during every examination,
providing more preparation time than what is determined for non-disabled students,
providing a personal assistant, note-taker, or sign language interpreter during the student’s studies.
partial or full exemption from the practical requirements, or fulfilling them in another form,
substituting the written exam with an oral exam, or using special technical tools during written assessments,
exemption from the language exam or part of it, or from a specific level,
exemption from tasks requiring manual or visual skills, but theoretical knowledge may still be required,
providing access to questions or topics during lectures, exercises, and exams via audio recordings, digital format, braille, or magnification,
providing more preparation time than what is determined for non-disabled students,
providing a personal assistant during the student’s studies.
substituting the oral exam with a written exam, and using special technical tools during assessments,
exemption from the language exam or part of it, or from a specific level,
providing more preparation time than what is determined for non-disabled students,
providing a personal assistant during the student’s studies.
For dyslexic, dysgraphic, or dysorthographic students:
Substitute the written exam with an oral exam, or the oral exam with a written exam,
Extended preparation time for written exams compared to the time allotted for non-disabled students,
Provision of necessary assistive devices during the exam (especially computer, typewriter, spelling dictionary, dictionary, thesaurus),
Exemption from language exams or parts of them, or from the level required.
For dyscalculic students:
Exemption from calculation tasks, but theoretical knowledge may still be required,
Use of all assistive tools the student has worked with during their studies (especially tables, calculators, configurations, mechanical and manipulative tools) during exams, as well as extended preparation time,
Provision of personal assistant during the student’s studies.
For hyperactive or attention-deficit students:
Substitute the written exam with an oral exam, or the oral exam with a written exam,
Extended preparation time compared to non-disabled students,
Minimizing waiting time for the student during exams,
Use of special tools or equipment required for solving written tasks,
Holding the exam in multiple parts or allowing breaks without leaving the exam room, or allowing movement activities, tolerating emotional expressions,
Separate exam for the student from other students,
During oral exams – if requested by the student – writing down or repeating questions, breaking down complex questions into parts, assistance in clarifying expectations and questions,
Availability of questions and topics in audio format, digitally, during lectures, exercises, and exams,
Provision of personal assistant during the student’s studies.
For students with behavioral regulation disorders (disorders in socio-adaptive processes, emotional control, self- or other-directed aggression, anxiety, behavior characteristics showing weaknesses in self-regulation, adaptability, goal-directed behavior, self-organization, and metacognitive development):
Substitute the written exam with an oral exam, or the oral exam with a written exam,
Holding the exam in multiple parts or allowing breaks, tolerating individual urges and emotional expressions,
Separate exam for the student from other students,
During oral exams – if requested by the student – writing down questions, clarifying expectations and questions, simplifying and specifying how questions and instructions are formulated,
Extended preparation time compared to non-disabled students,
Provision of personal assistant during the student’s studies.
Adapting the conditions of assessment to the student’s special needs, substituting the written exam with an oral exam or the oral exam with a written exam,
Providing assistance during the assessment to clarify expectations and questions, presenting the questions and instructions in writing during oral exams, simplifying their formulation,
Providing extended preparation time compared to non-disabled students,
Using special tools (primarily audio recording devices, computers, interpretive dictionaries, other supportive tools, and information and communication technologies) during both courses and assessments,
Exemption from language exams or parts of them, or from the required level,
Exemption from certain practical requirements due to difficulties arising from developmental disorders, or substituting these with appropriate non-practical tasks,
Provision of personal assistant during the student’s studies.
The extended preparation time should be determined for at least 30% longer than the period set for non-disabled students.
In cases of multiple disabilities, any of the preferential treatments outlined in paragraphs (2)–(7) may be provided, taking into account the student’s individual needs.
In justified cases, upon the student’s request and based on the professional opinion, the higher education institution may provide additional or alternative benefits, differing from the preferential treatments regulated in paragraphs (2)–(7).
Exemption from the language exam or part of it, or from the required level, does not apply to students applying for doctoral programs, doctoral students, or PhD candidates.
Exemption from the language exam or part of it, or from the required level, applies to former students with disabilities who have completed their final exam and whose student status has ended, but who did not fulfill the language exam requirement necessary for obtaining the qualification.
The method of verification
The student (applicant) with a disability must verify the type of disability with an expert opinion issued by the specified authority, as detailed below.
If the student’s (applicant’s) disability or special educational needs existed during their secondary education, the disability or special educational needs can be verified by an expert opinion issued by the regional (capital city) educational advisory services and their regional or national expert committees.
If the student’s (applicant’s) disability or special educational needs did not exist during their secondary education, the disability can be verified by an expert opinion issued by the ELTE Practice National Educational Advisory Service.
Assistance
Based on the expert opinion mentioned earlier, the student can request partial or full exemption from study requirements, or the permission to fulfill them in another way, as well as exemption from exams.
According to the regulations of the higher education institution:
The request for assistance, exemptions, and benefits for the student with a disability will be evaluated by the higher education institution.
The coordinator responsible for assisting students with disabilities within the institution and faculty will be appointed and will perform their tasks.
The student with a disability may receive personal and technical assistance and services provided by the institution or available through other means, according to their disability type and degree.
The student with a disability may use special notes or alternative methods of study assistance, including technical tools designed to aid preparation.
The coordinator’s responsibilities include:
Participation in the evaluation and registration of the request for assistance submitted by the student with a disability, as well as decisions related to appeals, ensuring that the coordinator involved in the request evaluation does not participate in the appeal process.
Maintaining contact with students with disabilities and their assistants.
Ensuring the availability of assistance during the student’s studies and exams and organizing consultation opportunities requested by students with disabilities.
Proposing the use of normative support for assisting students with disabilities in their studies and the purchase of necessary material resources for assistance.
The coordinator must have higher education qualifications and competencies or professional experience in disability affairs.
The institution must ensure the coordinator has access to the data necessary for evaluating the special treatment required by students with disabilities.
