The Bologna Process and studying with a disability esdon / Gasmeterlaan 134 B-9000 Gent Belgium 1 Gilles Verschoore Coordinator esdon

The BP in a few words Intergovernmental process From 29 to 46 countries (Cultural Convention of the CoE) The Bologna Declaration Creation of a European Higher Education Area (EHEA) A process to harmonise European HE

Start and evolution 1998: Sorbonne 1999: Bologna 2001: Prague 2003: Berlin 2005: Bergen 2007: London 2009: Leuven/Louvain-la-Neuve

Sorbonne Celebration 800 years Sorbonne France, Germany, Italy and the United Kingdom Sorbonne Joint Declaration More cooperation in the field of HE

Bologna 29 countries Harmonisation of HE Comparability Compatibility Promotion of mobility Not a binding international treaty 3 dimensions Comparability Employability Attractiveness Social cohesion??

The Bologna Declaration Easily readable & comparable degrees (+ implementation of DS, to promote employability & international competitiveness) Two main cycles (undergraduate (min 3 years) & graduate) System of credits, such asECTS Promotion of mobility European cooperation in quality assurance Promotion of the necessary European dimension in HE

Action lines Qualifications Frameworks / Three-Cycle System Joint Degrees Mobility Recognition Quality Assurance Social Dimension Employability Lifelong Learning EHEA in a global context Stocktaking Bologna Beyond 2010

A pedagogical revolution? Teaching => Learning Tutor-oriented => Student-centered Year => Semester Class hours => ECTS Class content => Learning outcomes

How does studying (and working) with a disability fits in the Bologna Process?

BP and disability (1/8) 3-cycle system and ECTS Flexibilisation => flexible and individual pathways REMARK: Is this inclusive for all? Maybe some students like ex cathedra classes? => Yes, both systems can exist in a parallel way

BP and disability (2/8) Mobility Disabled students (and staff) must be able to be mobile as well Should focus on a free choice of institution and be based on the educational opportunities an institution can offer a disabled student, not just based on the availability of specialised services => Study abroad without limits

BP and disability (3/8) Quality assurance Embed student services in general and services for disabled students in the quality assurance review process Monitoring of the impact of the quality assurance system Continuous professional development of staff (‘teaching the teachers’, ‘training the trainers’)

BP and disability (4/8) Lifelong learning Flexible, individual and alternative pathways to enjoy higher education

BP and disability (5/8) Employability HE must prepare students to function properly in a working environment => disabled students as well Raising awareness amongst employers, empowerment of people with disabilities and provision of specialist career and guidance services

BP and disability (6/8) Social dimension => start to act, clear goals and benchmarks regarding accessibility, services, guidance and counseling, reasonable adjustments and non-discrimination legislation

BP and disability (7/8)

BP and disability (8/8) Stocktaking => put accessibility, services, guidance and counseling and reasonable adjustments in the stocktaking under the social dimension Data collection!

Thank you for your attention!