News

Evaluation of the Satisfaction Survey on Services for Students with Specific Needs for the Academic Year 2023/24

An online anonymous questionnaire was sent in July 2024 to a total of 1,263 registered students with specific needs. The survey was completed by 118 students (78 with psychological difficulties, 50 with specific learning disabilities, 9 with autism spectrum disorder, 7 with hearing impairments, 5 with mobility impairments, and 5 with visual impairments, with some students having multiple disabilities).

Key Findings from the Survey:

• 75% of respondents are overall satisfied with the range of services available for students with specific needs and the support provided by the university (e.g., variety of services, study modifications, service accessibility—especially individual consultations, and the possibility of borrowing assistive tools).

• 42% are completely satisfied with their cooperation with lecturers. The concerns raised by others included issues such as the lack of study materials, respect for exam modifications but not for regular teaching, trivialization of difficulties, lack of email responses, and, in rare cases, non-compliance with functional diagnostics.

• Czech-speaking students are more satisfied with the work of faculty contact persons compared to English-speaking students. The main concerns related to communication and informing lecturers about necessary modifications.

• The most commonly used service is the provision of extra time for exams or assignment submissions (reported by 99% of respondents).

• The least utilized services are captioning and support for study-abroad programs.

Suggestions for Improvement:

• A relaxation room for students

• Opportunities for informal gatherings

• More informational meetings before study-abroad programs

• Support groups for different categories of functional diagnostics

• Informational emails with a tailored selection of services based on functional diagnostics

• Increased availability of certain services (e.g., printing and digitization of materials)

• More sensitivity in the handover of student cases between university staff

• Improved communication regarding navigation through university administrative processes and staff responsibilities (clarifying whom to contact for different issues and distinguishing between rectorate and faculty staff roles)

We appreciate all the feedback provided. Your suggestions will be used to continuously improve our services.

The Team of the Carolina Centre