The controller

• This is important to me:
  Equal level | being trusted | customisation | openness 
   
• This is me: 
  I am proactive, independent and assertive. Tell what is needed and want to stay in control. I assume what I can do and want to use my talents. I am open about my limitations/situation. Know my rights and make use of them. Know interest groups and work on a solid network of people and organisations I can fall back on. Need recognition and like to see that government and educational institutions find it valuable that my talent is used optimally. I rely on my strengths, do not like being patronised and do not give up easily. I need comprehensive and fully accessible information. Want to be treated equally with an open attitude and receive full cooperation and customisation where necessary.
   
• This is what I need in terms of support:
  Sparring partner.

The orderly

• This is important to me:
  Clarity | efficiency | templates | predictability
   
• This is me:
  Want to figure it out myself, make no mistakes but block quickly for various reasons. Need encouragement to go through entire process and to be actively up and encouraged when I drop out. I get insecure quickly. I sometimes consult a coach who motivates me. I want to see in advance how and with what facilities I can be helped to hold on and what the conditions are. I find the different systems and designations confusing and want to get to the bottom of this, which is not possible. I need online roadmaps and forms and want to be approached in a clear and structured way. I dislike guidance with randomness and chance around commitments of facilities. Want an efficient process with quick results, experience grip with clarity in: steps to be taken, data needed, parties involved and how long it will take.
   
• This is what I need in terms of support:
  Instructor.

The shielder

• This is important to me: 
  Privacy | confidentiality | safeguards | diligence
   
• This is me: 
  I always weigh up whether and what I share with others. Don't want to reduce my chance of admission by ticking 'disability' on my study application. Commitments like 'strictly' confidential and 'never' affecting admission cannot be stressed enough for me. I want to keep control over what is included in the file about my situation and who has access to it. I will wait with this until I have started training. Have a clear vision of the future for which a lot has to give way. The study is deliberately chosen and I am already thinking about where I want to work. I am prepared to take the ultimate consequence when I make a decision. I take self-direction and protect my privacy. I do not want to be labelled and skewed by fellow students that I benefit from extra facilities/schemes. I do not allow my disability/situation to get in my way. I can come across as open and spontaneous, but am often cautious and keep a close eye on which side of myself is being shown. Nothing is left to chance and risks are excluded as much as possible. I get blocked by woolly language and if I am not taken at face value. 
   
• This is what I need in terms of support:
  Authority.

The aficionado

• This is important to me:
  Empathy | understanding | patience | support | stimulation
• This is me:
  I am not quick to raise the alarm, reserved and few people know what I am struggling with. I am often perfectionist, ambitious, demanding of myself and used to solving things myself, whether I succeed or not. I am hard to reach and often initially respond in denial when asked if anything is wrong. I know relatively little about facilities and whether I qualify for them. I do not recognise myself in descriptions, for instance of informal care or depression under the heading '(functional) impairment'. I am also not proactive about finding out about facilities. My expectations of added value are low. I quickly figure myself out and do not expose myself easily. I rarely ask for help, even when it is needed. If I don't feel understood, I act even more reserved. Provisions (including from DUO and municipalities) could be offered repeatedly. With disabilities/situations without an official diagnosis and that are not well visible, I am often not properly guided by training. I appreciate personal contact from the study programme when I am often absent or do not hand in my assignments on time. I thrive best on personal contact and a low-threshold approach with a listening ear, empathy and understanding. 
   
• This is what I need in terms of support:
  Tutor.

The recipient

• This is important to me: 
  Taking off your hands | help | guidance | monitoring 
   
• This is me: 
  I show little initiative, am not very self-reliant and cannot oversee the situation well. I like to leave it to others because I'm not used to it or don't know where to start. I don't read up or search on the internet. I am open about my disability/situation and see it as an inseparable part of who I am and am not ashamed of it. This makes me better understood and prevents misconceptions. I have been diagnosed for some time and have benefited greatly from my diagnosis. For me, this feels like a relief. Sometimes I trivialise my situation, saying e.g. that I suffer less and less or that I have largely grown over it. I have been using facilities for a long time so I am far from always thinking about what life would be like without them. I assume that facilities are also there at further education, if not, I'll see where the ship runs aground. Sometimes I feel I am left to my own devices after secondary school. When the college doesn't know much about my issues, I fall into a hole and get overlooked. My biggest need is for others to (intensively) help me start facilities and continue to actively guide me during my studies.
   
• This is what I need in terms of support:
  Doer.