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Frequently Asked Questions

Here you will find an overview of the questions we regularly receive. The questions have been divided into a number of categories. Click on the category to see if your question is included.

If you can't find the answer to your question, then you contact LSVb, ISO or JongPIT. Or find your educational instution to ask for more information. 

Afbeelding van studente met rode trui
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Functional disability of support demands

By disability, we mean any physical, sensory or other functional impairment that slows down study progress. These can be visual, auditory and motor disabilities, disorders in language (dyslexia), arithmetic (dyscalculia), information processing (autism), attention (AD(H)D, speech, stamina, memory/concentration and organ functions, but also phobias, depression, epilepsy, rheumatism, M.E., chronic RSI and severe migraine (source: Ministry of Education, Culture and Science 2010). ECIO focuses on the obstacles in the study process that are caused by the disability.

Search for your disability on the page 'This is what I have' and see what tips we give you. You can also take a test on this website to find out which facilities might benefit you.

The word 'function restriction' is another word for 'handicap'. However, many students with disabilities do not count themselves among this group (for example, many students with dyslexia, ADHD or a chronic illness). Therefore, we use the more neutral word 'functional impairment'. This is not a medically classified term. It is not so much about the right word for limitation/disability/disorder, but about the obstacles that students experience and how they can be solved. On this website, you will find several examples of obstacles you may encounter on the page 'This is what I have'. On the page 'This is what I need' you will find aids or facilities that may be able to help you. Or do the test!

It is not about your diagnosis, label or stigma, but about the obstacles you experience in education. That is why we do not only focus on 'This is what I have' on this website, but also on 'This is what I deal with' and 'This is what I need'. Do you have the feeling that you are struggling with something in your education? Then take a look at the page ‘This is what I deal with. Do you already know what would help you? Then have a look at the page 'This is what I need'.

You can also take a test on this website to find out what facilities might help you. Your educational institution may also be able to help you. Tell your educational institution that you are experiencing difficulties and what you are up against. Someone will then be able to look at possible solutions with you! Click here to find your educational institute and discover where you can go for help on its website.

Students with a support requirement experience obstacles in their studies and therefore need extra help. This may be because of a disability, chronic illness or psychological complaint, because of pregnancy and young parenthood, because of gender transition or because of special family circumstances, such as informal care/nursing at home. On this website, you will find various examples of obstacles you may encounter during your studies on the page 'This is what I deal with'. On the page 'This is what I need' you will find aids or facilities that may be able to help you. Or do the test to find out what can help you.

Rights and possible adjustments

The right to adaptations is laid down in the Act on Equal Treatment on the grounds of disability or chronic illness (WGB). This Act stipulates that the educational institution may not discriminate between students with and without disabilities in:

  • access to education
  • the provision of education
  • taking tests
  • concluding education

The law does not provide a list of possible adjustments, but indicates that a student is entitled to facilities that help him to successfully complete his studies. These facilities may not place a disproportionate burden on the educational institution.

An adaptation is effective if it is appropriate and necessary to remove the intended barriers. An adaptation is appropriate if it can remove barriers of any kind and promote the independence and full participation and integration of a person with a disability or chronic illness. An adaption is necessary if another, possibly less costly, facility cannot achieve the same goal. 

Exemptions 

For students with disabilities, the content of the study will not be adjusted. Thus, a student cannot graduate if he has taken fewer subjects, does not master all core competences or misses credits. However, the student is entitled to adjustments that ensure the study becomes studyable for the student. This is not about 'less' but 'different'. 

Examples are extra time for tests/assessments or an adapted test, more guidance, a flexible schedule or the use of aids. These are just a few examples. Together with the student, we can look at which adjustments are effective.

Are you curious about more examples and explanations of the possible adjustments? Go to the page 'This is what I need' and see what is applicable to you. Or do the test here to find out which facilities might be able to help you!

  • The adjustments made by the educational institution to the educational process and examinations are realistic. The examinations are representative of the situation in professional practice. Adjustments must also be realistic for potential employers.
  • When granting a different method of examinations, schools may not detract from the requirements and content of the qualification files/profiles. Adjustments in examinations only relate to the manner of examining. Serious arithmetical/mathematical problems and dyscalculia form an exception to this.
  • In granting anomalous modes of examination, educational institutions must follow the guidelines from the Examination Boards.
  • See also the Protocol Dyslexia Higher Education for Teachers, Care Coordinators and Management. This protocol offers tools to provide customised guidance and to develop a dyslexia policy. It offers institutions the opportunity to draw up and implement their own Dyslexia Policy Protocol.

This is determined per individual at your educational institution. Usually, this is done by the examination board, but this is not always necessary. For example, if you have already been granted certain adjustments or if these adjustments have been standardised. Ask how this is organised at your educational institution! Many institutions have a contact person for students with additional support needs.  You can also ask this person. 

Finance

We have listed this for you on the web page 'money' under 'this is what I need'. Check out your financial options!

If your studies are delayed because of your disability or you are forced to stop them altogether, DUO (Education Executive Agency) may be able to provide you with financial assistance via the Performance Grant Scheme. This provision is an exception to the rules of the performance-based grant. One example of this is that you can apply to DUO for an extension of your ov-year card and your basic grant. This means that in the year that you are delayed, you can still receive support from DUO. The following is possible with DUO:

  • Extension of the performance grant
  • Extension of the diploma term
  • Conversion of the performance grant (only in the case of structural special circumstances)
  • New claim to study financing

Please note! The financial arrangements described above are subject to various conditions. DUO will ultimately assess whether you comply with these conditions. For all possibilities and explanations, see the DUO website or contact us via the DUO website.

Curious about what other financial assistance you may be able to get? Then go to the Money page.

Are you a student and do you have a disability or chronic illness? And you cannot work alongside your studies because of your disability? Then you may be entitled to the study allowance provided by the municipality where you live. 
The study allowance is a financial provision intended for students who are unable to earn additional income due to their disability. Municipalities pay out the study allowance if you meet the conditions. For more information on the conditions and amounts, go to the website of the national government 

Read more about this on the page 'Study allowance'. 

Do you want to know what other financial assistance you may be able to get? Then go to the page money.

Students with a Wajong study scheme (New Wajong) cannot also get the study allowance. This is because the Wajong study scheme is regarded as an underlying provision. Pursuant to Article 15(1) of the Participation Act, a person cannot receive a study allowance if a prior facility can be invoked.

There are funds for people with a disability or a chronic illness in general. For example the K.F. Heinfonds (website: http://www.kfhein.nl/) and the National Foundation for the Blind and Visually Impaired (website: http://www.lsbs.nl/). On the internet, you can search for funds for specific functional limitations (website: https://zorgsubsidiekalender.nl/) .

Counselling of students

To find out what adjustments are possible at your school, ask your mentor, study supervisor or dean. He or she can give you advice or point out care possibilities within or outside your educational institution. Most institutions of higher education also have a contact person for students with a support question. Find your school here or go to the page guidance and advice for more information.

Ask your educational institution school about the possibilities. They may be able to refer you to care outside the educational institution. For example to a general practitioner, social worker or psychologist.

Students must pay for any additional individual support that the programme is unable to provide. If you still have a Personal Budget (PGB), you can sometimes use it to pay for extra support yourself, provided that it is not of an educational nature. The emphasis should then be on learning skills such as planning and organising your studies and communicating with lecturers and fellow students.

Digital accessibility

Digital accessibility means accessibility of digital information and services. Websites, digital learning environments, and study information systems from the educational sector are included in this. These are digitally accessible if people with disabilities can use them just as effectively as people without disabilities. Functional limitations are not only visual or motor limitations which make it difficult to use a computer, but also cognitive and psychological limitations (for example autism, ADHD or anxiety) which make it more difficult to understand the content of a website.

More information about digital accessibility and tips to improve accessibility: https://www.ecio.nl/digitale-toegankelijkheid-handreikingen-en-tips/.

Web guidelines are a set of guidelines, set by the government, that digital information and services must meet in order to call themselves digitally accessible. The web guidelines are divided into three levels: A, AA and AAA and based on the international accessibility standards of the W3C WCAG standards. The guidelines deal with the development, design, construction, layout, content and maintenance of digital information. On the government website (website: digitaleoverheid.nl), you can find more information about the web guidelines and the international WCAG standard. 

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