Do you have a disability, impairment, illness, or condition that may impact your studies? Erasmus University wants everyone to participate and enjoy their time as a student. Whether you have ADHD, are blind, (partially) paralyzed, depressed, dyslexic, hearing impaired, or chronically ill, studying can come with extra challenges. You might struggle with planning, mobility, listening, reading, maintaining an overview, or communication. On this page, you will find a lot of information and tips about studying with a disability.
Provisions
Do you have a disability and want to know how the university can support you during your studies? First, contact your study advisor to discuss which facilities and arrangements you can apply for. It’s best to do this before the academic year starts so that arrangements can be made in time. However, you are always welcome to schedule an appointment later in the year, even if you don’t have a disability but need (temporary) help or want more information about the possibilities.
Examination provisions
Exam provisions are always assigned on an individual basis. The examination board decides which provisions you are eligible for. Possible provisions include, for example, extra time of 30 minutes, reading or magnification software, or extra bathroom breaks. Self-study Facilities
Additionally, you can request several facilities from the SMF team (for self-study), such as:
- Access pass for certain elevators and doors
- Reading software for self-study
- Parking license
- Locker
- Peer coach
Tips for Students with a Disability
Besides the support and guidance that EUR can offer you, the following tips might help. These are general tips that apply to many students with disabilities. However, each student is different, and we are here to see what works best for you! Below, you will find specific tips for different types of disabilities that can be helpful for studying. If you have good tips that can be added, please let us know (email smf@eur.nl)!
- For group assignments: At the beginning of a group assignment, clearly communicate what you can and cannot do. Make a clear division of tasks so that everyone does what they are good at, and you can complement each other.
- Exploring the campus: It can often be helpful to explore the campus with a fellow student before the start of a study block. Find out which routes are best to take from one building to another. Combine the useful with the enjoyable and finish with a lunch or a drink.
Sharing notes: Ask your fellow students if you can exchange notes. This way, you can check if you’ve covered the most important topics from the lecture. (They can also check their own notes, as even without a disability, you sometimes miss something during lectures).
- Extra study time: Allocate some extra study time when preparing for lectures and reading your literature. Break the material into smaller sections so you have time to process the new information, rest, or deal with unforeseen circumstances.
- • Create a plan: A plan can be very useful when studying and juggling other responsibilities. Be sure to schedule breaks and time for fun activities too! A plan shouldn’t be crammed with study sessions.
Functional impairments
See below for different types of disabilities, what they involve, and tips that are specifically applicable to them.
A motor disability refers to limitations in your musculoskeletal system, such as your bones, muscles, or joints, or a condition that affects their function. This disability can be congenital (e.g., due to a muscle disease) or acquired later (e.g., due to an accident). In some cases, a motor disability is visible, but this is not always the case.
Examples include rheumatic conditions, amputation, scoliosis, tremor, or RSI. A motor disability can limit your ability to study on campus, for example, due to pain or low or fluctuating endurance. You might have difficulty moving around due to pain, fatigue, or the presence of stairs, long hallways, or a broken elevator. If you use a wheelchair, you might sometimes encounter challenges with accessibility on campus and in buildings. Additionally, you may have trouble working with a computer or laptop, taking notes, or sitting or standing for long periods. Your attention, concentration, or motor skills may not always be sufficient to attend a lecture or complete an exam or practical session.
Tips
In addition to the support and guidance that EUR can offer you, the following tips might help. Do you have more tips? Please let us know!
- Extra study time: Allocate some extra study time when preparing for lectures and reading your literature. Break the material into smaller sections so you have time to process the new information and rest.
- Create a plan: A plan can be very useful when studying and juggling multiple activities. Be sure to schedule breaks and time for fun activities too! A plan shouldn’t be crammed with study sessions.
- Schedule extra empty blocks: On days when you feel good, you can use these blocks to work ahead; on days when you feel less well, you can use them to rest. This way, you ensure that less material is left until the end (when you might be in pain or have little energy left).
- Manage your energy: If you know the times of day when you have the most energy, try to schedule tasks that require the most energy during those times.
Auditory disorders are hearing impairments, which can vary in severity. Often, people think of deafness, but this is not always the case. With an auditory impairment, you may also have difficulty hearing high or low tones or experience pain from loud noises. The impairment is often not visible, which can initially lead to communication issues. Others may not immediately realize they need to accommodate your needs, which can cause stress in social situations.
Examples of auditory impairments include deafness, tinnitus, hearing loss, and Ménière's disease.
For students with an auditory impairment, attending lectures can be challenging. You might not hear everything a professor or fellow student says, or it may take a lot of energy to listen, making it harder to also read the PowerPoints. Visual aids or a sign language interpreter may be needed for regular education. Interaction, such as in lectures, can be prepared for, but spontaneous interactive moments can be more difficult. You are dependent on the available communication form to actively participate in the conversation.
Tips
In addition to the support and guidance that EUR can offer you, the following tips might help. Do you have more tips? Please let us know!
- Prepare for group sessions and lectures: By having some knowledge of the topics that will be discussed, you'll find it easier to follow the material. You could ask your study advisor to arrange with your professors that you receive the PowerPoints before the lecture so that you can better follow along.
- Exchange notes with fellow students. This way, you can check if you’ve covered the most important topics from the lecture. (They can also check their own notes, as even without an auditory impairment, you sometimes miss something during lectures).
- Create a plan. A plan can be very useful when studying and juggling other responsibilities. Be sure to schedule breaks and time for fun activities too! A plan shouldn’t be crammed with study sessions.
- Writing and sign language interpreter. Besides contacting a study advisor, it is advisable to contact the UWV. Through the UWV, you can apply for reimbursement for a writing and sign language interpreter.
Please note: contact the UWV to check if you are eligible for this facility.
A visual impairment means that you have limited or no vision. This could be due to an eye disease or an accident.
Examples of visual impairments include blindness, low vision, limited depth perception, color blindness, limited light-dark adaptation, or a combination of these impairments.
If you have a visual impairment, you may miss non-verbal signals or body language during conversations. This can lead to misinterpreting or not fully understanding the information compared to those with full vision. It can also be difficult to follow lectures if, for example, you cannot clearly see the presentation, digital board, or PowerPoint. Processing visual information may take so much energy that it’s hard to also absorb the spoken or auditory information. Reading may be more challenging and take more energy, resulting in a slower pace than other students. You might also find it difficult to navigate the campus, buildings, and classrooms. Books and other educational materials are not always accessible for people with visual impairments. Digital books and materials can be helpful, but they are not always available. Your study advisor can help explore the available options.
Tips
In addition to the support and guidance that EUR can offer you, the following tips might help. Do you have more tips? Please let us know!
- Allocate extra study time: When preparing for lectures and reading your literature, allocate extra study time. Break the material into smaller sections so that you have time to process the new information and rest.
- Explore the campus: Arrange to meet with a fellow student before the new block starts. Explore the campus together and find out which routes are best to take from one building to another. Combine the useful with the enjoyable and finish with a lunch or a drink.
- Group assignments: Clearly communicate what you can and cannot do during group assignments. This way, there will be no misunderstandings within the group, and you can focus your energy on your part.
- Braille and audiobooks: Contact Dedicon to have your textbooks digitized. Additionally, you can use the "Passend Lezen" service from libraries, giving you access to over 75,000 books! These include audiobooks, braille books, radio plays, and audio lectures. Please note that most books are mainly available in Dutch.
The term "chronic illness" refers to all diseases that are chronic, meaning they are long-lasting or permanent. The limitations these conditions can cause depend on the nature and severity of the illness. Generally, students with chronic illnesses experience reduced stamina. Attending classes can be very exhausting, especially when hospital visits, treatments, or medication side effects are involved.
Examples of chronic illnesses include Multiple Sclerosis (MS), Rheumatoid Arthritis, Fibromyalgia, Lung Diseases (such as asthma, COPD, and cystic fibrosis), Crohn's Disease, Diabetes, or Chronic Fatigue Syndrome.
With a chronic illness, attending (mandatory) group sessions and lectures can be difficult and sometimes impossible. You may experience concentration or energy issues, possibly due to medication, and stimuli or environmental factors can strongly affect you (such as allergies, furniture, or noise). Sometimes, your symptoms are very unpredictable, making planning and working in groups extra challenging. Overall, there is a reduced capacity to handle stress.
Tips
In addition to the support and guidance that EUR can offer you, the following tips might help. Do you have more tips? Please let us know!
- Work ahead: When you have a chronic illness, some days are better than others. Try to make the most of your good days, but don’t overextend yourself. By starting exam or assignment preparation early, you can rest on your less good days and still meet your deadlines.
- Make time for enjoyable activities. When you’re feeling well, it’s important to schedule fun activities too. For example, get to know your fellow students better during a social gathering. This can make attending lectures more enjoyable and may make it easier to ask for help when you’re unwell.
- Create a supportive study environment. If you have back pain, critically evaluate the desk chair you’re using. If you have allergies or are sensitive to stimuli, find a study space that is as dust-free or quiet as possible. In a good study environment, you can study more effectively because you can concentrate better.
There are many types of psychological disorders and mental health issues, which can vary from person to person. A psychiatric disorder or psychological issue can manifest as depressive symptoms, fatigue, or severe forms of stress or anxiety. Making new contacts and maintaining relationships, collaborating, planning, and organizing activities can be challenging.
Examples of psychological disorders include Depression, Psychosis, Personality Disorder, Eating Disorder, Anxiety Disorder, or Burnout.
These disorders can lead to limitations such as concentration problems (e.g., due to insomnia or medication side effects), irritability or mood swings, difficulty regulating emotions, procrastination, and lack of overview, as well as shame or difficulty asking for help or making and maintaining contact.
Tips
In addition to the support and guidance that EUR can offer you, the following tips might help. Do you have more tips? Please let us know!
- Schedule extra study time. When preparing for lectures and reading your literature, schedule extra study time. Break the material into smaller sections so that you have time to process new information and rest.
- Bring structure to your daily tasks. Structure in your daily routine means you don’t have to expend energy figuring out what your next task is, leaving you more energy to concentrate on the task at hand.
- Make a realistic (long-term) plan. If you find that you have less concentration and attending classes takes so much energy that it’s impossible to study much afterward, consider whether it’s possible to take longer to complete your studies, giving you more breathing room. Discuss this with your study advisor.
- Break large assignments into smaller tasks. When you have less energy and concentration, it’s harder to complete a large task all at once. Make things easier on yourself by spreading the assignment over several days. Make sure to schedule enough relaxation time so you can work in smaller, focused periods.
Information processing disorders, developmental and/or learning disorders are grouped under neurodiversity. Not everyone’s brain works the same way, and this can present challenges when studying. Especially if you are not neurotypical but neurodivergent, for example, if you have AD(H)D (Attention Deficit Disorder), Dyslexia, Dyscalculia, Autism, or are Gifted. These are very diverse forms of neurodiversity, where the manifestations can vary depending on the person and circumstances.
Difficulty with Reading, Spelling, and Writing
If you have Dyslexia, it can be challenging to follow lectures, as reading a PowerPoint slide, for example, takes more time, and taking notes simultaneously can be difficult. Studying and mastering large amounts of (written) study material, structuring the content, reading and answering exam questions accurately can also be challenging. The large volume of written material, exams, and sometimes even English-language literature or education can be particularly difficult for students with Dyslexia.
Difficulty with Math and Numbers
For students with Dyscalculia, mathematical activities, understanding numerical data and relationships, and interpreting numerical information can be particularly challenging. Following step-by-step plans or recipes can also pose difficulties, and estimating time can sometimes be tricky for students with Dyscalculia.
High Expectations
Being gifted involves more than just having a high IQ. Gifted students often face high expectations from themselves, which can lead to fear of failure and a lack of self-confidence. Social situations can also be difficult because you often think faster and seek more depth than your average peer, which can lead to irritation and frustration.
Difficulty in Social Situations
Both in Giftedness and Autism (or Autism Spectrum Disorder), there is often a feeling of being 'different' due to a strong sense of justice and a faster or slower way of thinking or processing information. The honest and direct way of communicating can sometimes lead to conflicts in social situations. By withdrawing and taking on many tasks, you risk experiencing more stress and responsibility, which can lead to fatigue or burnout. Additionally, for a gifted student, learning may not come easily. At university, you may suddenly need to 'learn how to study' if you never had much difficulty in high school.
Concentration, Planning, and Structure
With ADHD, there are issues with attention and concentration, impulsivity, and hyperactivity. In the case of ADD, only attention and concentration problems are present. ADHD is diagnosed by a psychologist. Following lectures, interacting with group members, and concentrating can be challenging with ADHD, Autism, or Giftedness. Autism often involves a strong need for structure and calm, making it especially difficult to be flexible in unforeseen circumstances. Therefore, having good structure and planning is very important, but this can often be difficult to achieve independently. Handling practical matters in a timely manner can also be challenging. Additionally, processing the amount of stimuli on campus can sometimes be difficult, leading to fatigue, stress, or feelings of anxiety.
Creating structure, distinguishing between main and minor points, and estimating interpretation possibilities can be challenging for neurodivergent individuals. Furthermore, procrastination is often an issue for people with ADHD, Autism, or Giftedness due to a lack of motivation, an overwhelmed mind, or a lack of overview.
Tips
In addition to the support and guidance that EUR can offer you, the following tips might help. Do you have more tips? Please let us know!
- Use text-to-speech software. EUR uses TextAid by ReadSpeaker. Request a TextAid account for self-study via smf@eur.nl.
- Prepare well for lectures and group sessions. If you already know something about the theme, you’ll find it easier to follow the lecturer’s main points.
- Exchange notes with fellow students. This way, you can check if you’ve covered the key topics from the lecture. (They can also check their own notes since even without Dyslexia, you might miss something during lectures).
- Struggling with English literature? Read online about the topic first using Dutch articles. Once you know something about the subject, the English material will be easier to handle.
- Highlight as you read. Use a pen/marker or any other tool of your choice to mark what you’ve already read, so you don’t lose track.
- Summarize each paragraph. Write a two-sentence summary after each paragraph and note any difficult/new terms. This will help you prepare for exams: you’ll already have a summary and a glossary ready!
- Use formula and calculation cards while studying. This helps your brain follow certain processes.
- Create your own step-by-step plans. If the above cards aren’t enough and you need to follow procedures or solve large sums, make a step-by-step plan with a fellow student. Once you’ve memorized this plan, you can apply it to your exam.
- Use a (talking) calculator.
- Study with a timer. Set a timer for how long you’ll work on a task. Initially, you might need more (or less) time than expected to finish the task after the timer goes off. Adjust the time accordingly next time, and you’ll find that you get better at estimating how long things take.
- Study with a timer. Decide how long you will work on a task and set a timer. At first, you may need much more (or less) time to finish the task after the timer goes off. Adjust the time as you go, and you’ll notice that you get better at estimating how long tasks take.
- Prepare well for lectures and tutorials. If you already know something about the topic, you'll more easily grasp and follow the main points of the teacher.
- Use a noise-blocker while studying. Wearing headphones (with or without music that helps you concentrate) can help you focus on your study work and reduce distracting stimuli.
- Ask a fellow student for help occasionally. Have them check deadlines with you.
- Organize your materials in a fixed place. Store all literature, assignments, and loose papers for .a course in one box, so you can always find them. On your computer/laptop, also keep all documents for one course in a single folder instead of placing everything in 'My Documents.'
- Ask classmates to exchange notes. This way, you can check if you’ve covered the key topics from the lecture. (They can also review their own notes, as even without ADHD, sometimes you miss things during a lecture).
- During group assignments. Make sure there’s a clear division of tasks so you know exactly what you’re responsible for. Also, reserve extra time for unforeseen circumstances.
- Study with a timer. Set a specific time to work on a task and use a timer. The first few times, you might need more or less time to complete your task after the timer goes off. Adjust your time accordingly, and you'll find that you get better at estimating how long things take.
- Prepare well for lectures and tutorials. If you already know something about the topic, you’ll more easily understand what the teacher means and follow the lecture better.
- Use a noise-blocker while studying. Wearing headphones (with or without music that helps you concentrate) allows you to focus calmly on your study work and reduces distracting stimuli. - Ask classmates to exchange notes: This way, you can check if you’ve covered the main topics from the lecture. (They can also review their own notes, as even without autism, sometimes you miss things during a lecture).
- Check out the page of the Landelijk Netwerk HB-HO (in Dutch).
- Book recommendation: “Your Rainforest Mind”* (Paula Prober).
- Make a (realistic) schedule! Include breaks and time for fun activities! A schedule shouldn’t be packed solely with study sessions.
- Create a daily rhythm. Having a structured daily routine reduces the energy spent on deciding your next task, leaving more energy to focus on the task at hand.
- Study with a timer. Decide how long to work on a task and set a timer. At first, you may need more or less time to finish the task after the timer goes off. Adjust the time accordingly, and you’ll get better at estimating task durations.
- Use a noise-blocker while studying: Wearing headphones (with or without music that helps you concentrate) can help you focus on your study work and reduce distractions.
- Plan extra study time for preparing lectures and reading literature: Break down the material into smaller sections, so you have time to process new information and rest in between.
- Break large assignments into smaller parts. When motivation or concentration is low, it’s harder to complete a large task in one go. Make it easier on yourself by spreading the task over several days. Make sure to schedule enough relaxation time, so you can work in shorter, focused periods.
- Clearly state your expectations at the start of a group assignment. Set clear agreements and task divisions. Provide constructive feedback on your groupmates' work (let them adjust/improve their own work) and avoid taking on too many tasks yourself.
Workshops and Study Skills Training
During and after studying, you’ll need various skills. Some people find these skills more natural than others. The Student Support Team organizes various workshops. Think of workshops like "Master Study Obstacles with Effective Study Strategies" and "Managing Your Inner Dialogue." There are also sessions on Planning, Time Management, Procrastination, Coping with Stress, Networking, and Job Applications. Check out the schedule for all possibilities.
Student Support and Advice
At EUR, a diverse and knowledgeable team is available to help you with various questions. For matters related to your disability and your studies, it’s important to contact your study advisor as soon as possible. If you have other questions about your studies or career, finances, or if you want to develop certain skills, check out the website of our student support team.
Peer Coaching
A peer coach is a student with a disability who understands the challenges you face. This peer coach can help with procrastination, planning, taking on activities, or you can ask for concrete help.
International Office
Do you want to go abroad for an internship or study and have higher costs due to your disability? The EU may cover part of these costs through the Erasmus+ grant.