2. Planned activities 6.1Monitoring of university regulatory documents implementation 6.2Piloting and evaluation of defined support services in partner universities 6.3Piloting of peers’ support workshops 6.4Monitoring and evaluation of training effects at partner universities

3. Approach for WP 6 (i) qualitative technique (such as theory of change) (ii) quantitative techniques (including different surveys conducted on different groups with different aims and objectives). All techniques should be carefully adopted for small groups and above mentioned characteristics of ME environment. Also, during implementation of all analyses and surveys, based on previously expressed support and inclusion in all project activities, participation of state university, University of Montenegro and other HEI institutions will be analysed and properly addressed.

4. 6.1 Monitoring of university regulatory documents implementation Approach: (i) Surveys among current and perspective students Expected result: Current students: comparison of helpfulness of established regulatory documents (what situation was before establishing documents? Are all problems addressed properly? Can students recognised missing regulations and norms?) Prospective students: comparison of their expectations and realistic indicators (which kinds of regulatory support and arrangement do they expect? After enrolment procedure, ask students whether their expectations are met? )

5. (ii) Monitor use of regulatory documents by administrative staff Expected result: Measurement of helpfulness (do establish documents present such barriers in implementation, do establish documents require more time spent on their implementation in real situations (we can track online service for submitting requests and time spent on making reply, then ask administrative staff to explain delays, etc.)) Recognised needs for changes and improvements in regulatory documents (use surveys at different period of academic year: enrolments, exams, lectures, etc.) (iii) Use theory of change to estimate current position in triangle: needed- planned-achieved Expected result: Comprehensive analyses of goals needed to be achieved versus their current achievement during project implementation and piloting phase

6. Survey analyses Action 1: Due to expressed and signed support to all activities, University of Montenegro (UoM) should be included in all planned activities if it is possible. AYDM will be responsible for communication and cooperation with UoM. Action 2: Different kinds of surveys should be conducted in order to provide comprehensive analyses and monitoring of SAO (that is planned in WP6), as follows: Surveys among students, academic and administrative staff Surveys focused on specific activities during one academic year: lectures, exams and enrolment period Surveys aimed on each developed services in SAO separately

7. Action 3: Having in mind that the same samples of students, administrative and academic staff will be surveyed for all activities during one academic year (as planned with Action 3) and almost each kind of developed services, optimal structure of questionnaires should be used: One questionnaire should consists of several sections: the first section focused on general issues of awareness about students with disabilities and their inclusion at HEIs, and other sections focused on developed services in SAO (one section for one service) Questionnaires should be prepared separately for students, administrative and academic staff Questionnaires should be prepared separately for specific activities during one academic year: lectures, exams and enrolment period Surveys should be conducted upon completion of certain activities in the academic calendar

8. Surveys Setup According to accepted actions, surveys are divided for three periods: April-May – teaching process May-June – exams June-July- enrolment period

9. Surveys aimed on teaching process - Questions for students 1. Did you know that as a student with disability you can use the specialized equipment and teaching resources for an unconstrained participation in the education process? Yes No Mark the appropriate answer. 2. Did you know that you have the right to request additional time (outside school hours) for the use of special equipment and teaching aids from a list of equipment and teaching materials? Yes No Mark the appropriate answer.

10. 3. Did you know that you can use following aids for facilitated participation in the teaching process: Yes No Mark the appropriate answer. Lap-top computer;Digital camera;Track ball/track pad/joystick with screen keyboard; Desktop computer;Speech recognition software;Large format magnifier; Network printer and toner;Screen content magnifying software; CCTV (closed circuit television); Books and periodicals;Specialized software (i.e ClarisWorks, Inspiration, Out line, Powerpoint, Hyper studio) Braille writer and printer; Copy machine;Text recognition software (OCR); Signaling device; Server;Software for translation and editing of Braille alphabet; Portable word processor; Web publishing software;Alternative keyboard;…

11. Teaching process - Questions for administrative and academic staff 1. Has the Student Advisory Office (Association of Youth with Disabilities of Montenegro) contacted you at any point during the current academic year? Yes; yes, many times; no; I don’t remember. Mark the correct answer.

12. 2. If you are familiar with the work of Student Advisory Office, are you satisfied with cooperating with it? Yes No If your answer is “No”, please explain: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _______________________________________________________________ 3. Are you familiar that one of the activities within your job should be to perform the duties related to the enforcement of the rights of students with disabilities regarding the alternative solutions? Yes No If your answer is “Yes”, can you please briefly describe what specific duties you should undertake in order to support students with disabilities in exercising rights on alternative solutions: ________________________________________________________

13. 4. Have the students with disabilities contacted you at any point during the current academic year? a) yes b) no If your answer is yes, can you please write what specific issues students with disabilities have asked you about. _______________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ ________________________

14. The first question for students is related to their awareness of possibilities for using specialized equipment and teaching resources for an unconstrained participation in the education process. Only 14 students (63.63%) gave positive answer (see Figure 1). One student (4.54%) did not answer on this question.

15. Even the students’ right for using specialised equipment (that is purchased in WP4) is defined by specific legal acts at both universities (UNIM has opened their equipment to all students, from all HEIs in ME, while UDG decided to assign equipment to AYDM thus making them opened to all students), only 16 students (54.54%) answered positively about their awareness about exercising this right (see Figure 2). Two students (9.09%) did not answer on this question.

16. Also, the students’ right for asking for specific examination environment (e.g. duration of exams, exams form, etc.) is defined by specific legal acts at both universities. Only 13 students (59.09%) answered positively about their awareness about exercising this right (see Figure 3). One student (4.54%) did not answer on this question.

17. Administrative staff members were asked about experiences in working with SwD, i.e. first question was focused on realisation of this communication via newly established SAO. Only 6 staff members (23.08%) answered that they are in constant communications with SAO, while 12 staff members (46.15%) haven’t experienced any communication and cooperation with SAO. The rest of surveyed staff (8 respondents) have experienced work with SAO (30.77%). Thus, 14 staff members (53.85%) may report a problem and/or inconsistency in established legal framework since they have potentially direct references to legal documents. (see Figure 4)

18. Since the responsibilities of administrative staff (students’ support, secretary, IT support) should be defined explicitly in accordance with assigned responsibilities and duties for specific working positions, 10 staff members (38.46%) were not be aware (see Figure 5). It is important to note that only 2 staff members from partner HEIs were not informed about additional duties to their working positions.

19. Administrative staff members were asked about their experience in working with students with disabilities during current academic year. Only 16 staff members (61.54%) have experienced communication with SwDs during current academic year (see Figure 6).

20. It is interesting to analyse which working positions were more frequently in contact with SwDs. As might be expected, they are Students’ supports (43.75%) and administration (50.00%) (see Figure 7).

21. Discussion Students with disabilities are not completely aware of their rights and possibilities at HIEs (including use of specialized equipment, adopted examination conditions, etc.) Action: make more intensive presentations of established legally framework Administrative staff members at partner institutions are mostly informed about their assigned duties in working with SwDs. Staff members at UoM (that is not partner institution) are not informed, since legal framework is not established as one at UNIM and UDG. Action: suggest to UoM to establish similar legal framework

22. 6.3. Workshops

23. (1) 10th April 2014- Workshop for pupils and students Hosting Institution: University Donja Gorica, Montenegro Organisers: Association of youth with disabilities Montenegro Participants: Prospective and current students with disabilities Short description: The aim of the first part was to make participants understand their strengths and that they are the first one responsible for their well-being and successful studying. After the break participants could hear about the student advisory office and various kinds of support offered to students during their studies.

24. (2) 16 th May 2014 – Workshop “Student advisory office-a first step toward further education _Part I” Hosting Institution: University of Donja Gorica, Montenegro Organisers: IERK Participants: Prospective students with disabilities and their parents Short description: Representatives from IERK (Viktorija Mihovic, Vidna Matovic and Jelena Avramovic), have visited University of Donja Gorica (UDG) with pupils and their parents, in order to make more detailed view in SAO at UDG, their equipment and developed services.

25. (3) 12 th June 2014- Workshop with pupils and their parents Hosting Institution: University Mediterranean, Montenegro Organisers: University Mediterranean & Association of youth with disabilities Montenegro Participants: Prospective students with disabilities and their parents Short description: Pupils with disabilities with their parents (from the northern region of Montenegro) were invited to visit University of Mediterranean (UNIM) in order to be introduced about possibilities for studying at UNIM as well as at other HEIs in Montenegro. Representatives from UNIM, UDG and AYDM made detailed presentation of SINC@HE results with special overview of SAO and its services.

26. (4) 13 th June 2014 – Workshop “Student advisory office-a first step toward further education _Part II ” Hosting Institution: IERK Organisers: IERK Participants: Prospective students with disabilities and their parents Short description: Representatives from IERK, which professors and educators eponymous facilities (Viktorija Mihovic, Vidna Matovic, Jelena Avramovic and Danijela Vicevic), gathered hearing impaired students of the final year of high school and their parents to inform them about the possibilities of the future education at the universities of Montenegro.

27. 6.2. Piloting and evaluation of defined support services in partner universities (i) Surveys among students Expected results: Estimation of benefits of using implemented services (ICT services- web platform for communication with SAO and HEIs, purchased equipment; adopted teaching materials; adopted web sites and LMSs; etc. ) Recognition of needs for further improvements and changes in implemented services and needs for establishing new services (ii) Surveys among teaching and administrative staff Expected results: Experiences of use of established services by administrative and teaching staff Recognition of needs for further improvements and changes in implemented services and needs for establishing new services (iii) Use theory of change to estimate current position in triangle: needed-planned- achieved Expected result: Comprehensive analyses of goals needed to be achieved versus their current achievement during project implementation and piloting phase

28. 6.4 Monitoring and evaluation of training effects at partner universities The effects of training of academic, administrative and other trained staff at partner universities will be carefully monitored during piloting phase (and in the future) by staff from Student advisory offices and university management. The extensive evaluation on several levels (personal approach to disabled students, equipment and teaching aids usage, service adopted and used, etc.) done by different instruments and surveys will be performed and its results used for improvement of future trainings. Similar to above activities, current students, perspective students and staff (teaching and non-teaching) should be monitored from the aspect of the ability for use of different services and special equipment. Different kinds of surveys should be used as the main instrument by focusing on different aspects, naming (but not limiting to): (i) awareness of a need for trained and skilled people for use of services and equipment, (ii) identification of the personal level of skills and knowledge, (iii) identification of a need for future trainings and their categorisation (by the topics, level, participants etc.)

29. Questions?