Accommodations for disadvantages

1. General

The aim of disadvantage compensation is to compensate for disadvantages through certain measures in such a way that equal opportunities (compared to fellow students) prevail for everyone. This means that students must experience neither disadvantages nor advantages.

For example, staff, people who have a physical or mental impairment or who make use of maternity protection provisions are eligible.

The right to NTA is enshrined in law in various places:

• UN CRPD = UN Convention on the Rights of Persons with Disabilities: Art. 5 para. 2, Art. 24 para. 1+5
• GG = Basic Law: Principle of equality (Art. 3 para. 1+3) and freedom of choice of profession (Art. 12 para. 1) 
• HRG = Higher Education Framework Act: §2 para. 4, §16 sentence 4 These principles can also be found in state higher education acts (LHG)
• Individual legal entitlement arises only from the examination regulations of the universities, not from the LHG.
• Approval of disadvantage compensation(s) can be long-term (e.g. several years, the entire degree programme) or short-term (e.g. one semester).

A study by Jana Bauer (2021) shows that although teaching staff, instructors, lectures fear the additional work involved in NTA, those who have already had experience with it are largely positive.

Further information can be found, for example, at the University of Potsdam.

2. Application process

1. The student submits an application in writing to the responsible examination board.
2. The responsible examination body decides on the authorisation, if necessary after consultation with the representative for students with disabilities.
3. After approval, the student receives a written notification with a list of the approved measures. This can be presented to lecturers.

The legal handling of impairments and possible disadvantage compensation during studies is complex. This is due, among other things, to three requirements that must be demonstrably fulfilled in order for a staff member to be able to apply for disadvantage compensation in writing. Suitable measures are selected on a case-by-case basis and should follow certain guidelines.

3. For teaching staff, instructors, lectures

Due to this complexity, you as a teacher are not responsible for applying for, authorising or allocating NTA! Typical tasks that fall to you as an actor in this process are the following:

• Signal to the students that you are willing to talk to them and provide support.
• Refer students to representatives or counsellors for students with disabilities, the administrative unit responsible for examinations or the examination board.
• Comment on the application for disadvantage compensation if you are asked to do so. This is particularly relevant in order to clarify the didactic necessity of attendance or the relevance of disadvantage compensation measures for the competences to be acquired.

• Comply with approved measures that are within your control. An overview of what you can expect is outlined in the following section.

Please bear in mind that informal procedures without the integration of the examination office can lead to violations of the principle of equal opportunities.

4. NTA measures relevant for teaching staff, instructors, lectures

When designing courses and study requirements / credits, the teacher must take possible NTA into account. This can include measures such as 

• Individual deadlines 
• Replacement of written by oral academic achievements (or vice versa)
• Admission to the examination, even if admission requirements are not yet fully met

When organising examinations, the teacher must take possible NTA into account. This can include measures such as 

• Technically accessible design of exams

In analogue terms, this means accessibility to the room and workplace

In digital terms, this means approval of examination documents, submission, ...

• Adapted task, e.g. different font, font size or line spacing 
• Admission of writing instruments or other aids or assistive devices
• Extended or postponed processing time
• Individual break times 
• Provision of substitute services (e.g. written through oral academic achievements (or vice versa))

For any adjustments, the module guide can serve as a template to show leeway. It should state which competences are to be acquired in the corresponding modules. The way to achieve this can vary.

5. Staff, people involved in the NTA process

(Taken from Gattermann 2019)

[1] SmB = Students with disabilities

6. NTA process using the example of the UHH

The process at the University of Hamburg (UHH) consists of four actors.

The student can make an enquiry to teaching staff, instructors, lectures or the study office. They can provide advice and/or information on the organisation of exams. Teaching staff, instructors, lectures and the study office are also in contact with the examination board.

The student submits an application for disadvantage compensation to the study office or the examination board. They decide on the application, return the decision to the student and provide information on the organisation of exams.

The UHH Examination Board is in contact with the authorised representative (in accordance with §88 HmbHG) for advice on individual cases, questions of principle and conflicts. The representative also supports the Examination Board in organisational matters.

Other tasks of the representative include counselling students who submit their concerns and, if requested, drafting a written statement.

7. Literature

Barrierefrei-Beratungsstelle der Europa-Universität Viadrina Frankfurt (Oder) (2019): Inklusive Lehre gestalten. Ein Leitfaden für Lehrende. p. 11ff. Last accessed on 23/11/2022.

Bauer, Jana Felicitas (2021): Nachteilsausgleich? Dazu wurde ich nicht informiert! Wissen, Erfahrungen und Informationsbedarfe von Hochschullehrenden zum Thema Nachteilsausgleiche für Studierende mit Behinderungen. In: Bohndick, C./ Bülow-Schramm, M./ Paul, D./ Reinmann, G. (Hrsg.): Hochschullehre im Spannungsfeld zwischen individueller und institutioneller Verantwortung. Springer VS: Wiesbaden. Last accessed on 23/11/2022.

Gattermann, Maike (12.03.2020): Nachteilsausgleiche für Studierende mit Beeinträchtigung. Präsentation. Slide 59.

Gattermann, Maike (2019): Nachteilsausgleich für Studierende mit Beeinträchtigungen. Arbeitshilfe für Beratende. In: Deutsches Studentenwerk (DSW). Informations- und Beratungsstelle Studium und Behinderung (IBS) (Ed.). p. 45f. 

Introductory video of the University of Hamburg

University of Hamburg (March 2022): ): Wie lassen sich Maßnahmen des Nachteilsausgleichs für Präsenz-Prüfungen auf digitale Prüfungen übertragen? Hinweise für Prüfungsausschüsse, Lehrende und Studienmanagement. Last accessed on 23/11/2022.