Advisory service for students with disabilities and long-term health conditions

According to a survey which has been conducted by the Deutsches Studentenwerk (German National Association for Students’ Affairs) (refer to BEST – Beeinträchtigt  studieren (students with disabilities)) about 8 % of the persons studying at institutes of higher education in this country  have  a disability or a long-term health condition. Be it impairment of mobility, sight, hearing and speech, or a physical impairment, for example, rheumatism or diabetes, or mental disorders, for example depression – for many of the students these impairments have an adverse impact on their ability to study. For the benefit of these students the institutes of higher education are not only required by law but have committed themselves to break down barriers, to overcome the disadvantage and provide circumstances that enable these students to successfully complete their studies. The representative for students with disabilities and/or long-term health conditions (Beauftragte(r) für Studierende mit Behinderung und/oder chronischer Erkrankung) and her/his staff will be happy to act in advisory capacity for students as well as for lecturers and other interested persons.

Representative for students with disability and long-term health conditions

Contact person:
Prof. Dr. Roswitha Pioch - Contact
Office hours by appointment

In which cases can I get advice here?

  • my disability / long-term health condition, the course of study is too demanding when I wish to get information on regulations and obligations applying to students with disabilities and long-term health conditions at the Kiel University of Applied Sciences. 
  • when my disability or long-term health condition affects my ability to study or puts me at a disadvantage compared to other students and I am looking for options to overcome or to compensate the disadvantage (Compensation for the Disadvantage and Hardship).  
  • when I need compensation for a disadvantage regarding my study schedule and I need assistance when preparing an application (for example, I need an individual adjustment to the compulsory attendance regulations applying to certain lectures because of my medical treatment, or when I wish to submit an application for admittance to a course with limited admission because I can attend lectures for a limited period of time only due to my health condition).  
  • when I am entering for an examination and wish to get assistance when submitting the application for compensation to overcome a disadvantage (for example,  I need extra time because of my blindness, or I wish to submit an assignment instead of making a presentation because my anxiety disorder does not allow me to speak to an audience).  
  • when I – due to my eye impairment – need assistive technology to help me prepare myself for examination, assessments, to complete forms, foils, and other teaching materials in Braille characters or large print.  
  • when I need assistive technology because of my hearing impairment.  
  • when, because of for me at the moment and I am looking for support and solutions.  
  • when barriers in the built environment, for example steps, not enough lightning, no parking spaces have an impact on my ability to study and I am looking for solutions.  
  • when I am considering to apply for admission to the Kiel University of Applied Sciences and need information on accessibility and support options.  
  • when I wish to get informed on the teacher’s or examiner’s view regarding adjustments to examination regulations or creation of a study environment for students with disabilities or long-term health condition.

NO advice will be given on general or specific queries regarding subjects, complex financial problems, or academic affairs that are not related to my disability or long-term health condition because there are separate advice services to care for these queries.

Important legal basis regarding disability and long-term health conditions

United Nations Convention of the Rights of Persons with Disabilities (CRPD)

The UN Convention of the Rights of Persons with Disabilities defines the human rights for the disabled persons and aims at promoting their full participation in society on an equal basis with others. Important principles are barrier-free, equal opportunities, and non-discrimination. Article 24 refers to inclusive education.    

 Article 24 (5) UN Convention of the Rights of Personal with Disabilities:  “State parties shall ensure that persons with disabilities are able to access general tertiary education, vocational training, adult education, and lifelong learning without discrimination and on an equal basis with others. To this end, state parties shall ensure that reasonable accommodation is provided to persons with disabilities.”    

A monitoring process has been established at the German Institute for Human Rights to monitor the implementation of the UN Convention in Germany. Federal and Länder institutions have prepared action plans to facilitate implementation of the Convention which as well aims at the higher education (see:

Basic Law

Rights of persons with disabilities regarding, for example, adjustments to overcome disadvantages arise from the Basic Law principle of equality, principle of non-discrimination, and welfare state principle.  

Article 3, (1) and (3) Basic Law: “All persons shall be equal before the law.” “(…) No person shall be disfavoured because of disability.”   Article 20 Basic Law: “The Federal Republic of Germany is a democratic and social federal state.”

Hochschulrahmengesetz (HRG) (German Framework Act for Higher Education)

By the German Framework Act for Higher Education state and non-state institutes of higher education are obliged to work towards integration of students with disabilities.  

Article 2 (2) German Framework Act for Higher Education: “The institutes of higher education ensure that students with disabilities will not be disadvantaged as a result of their disability and that they can pursue their studies without further help, if possible.”  

Article 16 (4) German Framework Act for Higher Education: “Examination regulations have to include alternative arrangements for students with disabilities in order to maintain equal opportunities for all students.”

Landeshochschulgesetz für Schleswig-Holstein (HSG)(Land Schleswig-Holstein Higher Education Act)

Article 3 (5) Land Schleswig-Holstein Higher Education Act: “The institutes of higher education contribute to the social support of students. They take into account the diversity of their members and staff when performing their tasks and keep focus on ensuring that all members and staff, independent from their origin and ethnicity, sex, age, and sexual identity, disability, or religion and belief have equal opportunities to participate in research, teaching, studies, and continuing education within the framework of their duties, powers, and obligations at the institute of higher education. To this end they consider the special needs  

  1. of students and doctoral students with disabilities, mental disorder or a long-term health condition. While doing so they create and ensure accessibility of all offers for persons with disabilities
    regarding course offers, study schedules, and examinations.”  

Article 9 (1) Land Schleswig-Holstein Higher Education Act: “ (…) Construction measures take into consideration a barrier-free environment for persons with disabilities. (…)”  

Article 52 (2) Land Schleswig-Holstein Higher Education Act: “Examination regulations have to include competence standards and examination procedures. In particular the examination regulations have to define ( …)

(14) principles of eligibility for compensation for a disadvantage.”

With regard to the commitment of the institutes of higher education, e. g. based on the recommendation of the Hochschulrektorenkonferenz (German Rectors’ Conference), dated 21-04-2009, “Eine Hochschule für alle” (One institute of higher education for everybody):

The members of the German Rectors’ Conference recognise the particular situation of students with disabilities and are committed to ensure equal opportunities for these students.”