Students with the same disability may have completely different needs. Each student must thus be assessed individually, and generalisations should be avoided. For example, students using a wheelchair do not always need the same type of adaptations, and students with dyslexia and neuropsychiatric disorders may have different capabilities when it comes to meeting the reading and writing requirements on a course. Similarly, students who stutter do not have the same ability to handle the verbal elements of a course. How students with different disabilities interact in groups also differs from person to person.

Many disabilities are not visible on the outside. Students are not required to reveal or discuss their disabilities with a teacher or other department personnel. However, most students choose to have a dialogue about the obstacles they face and the adaptations they need. Do not hesitate to ask questions about how to adapt to the student. He or she knows best what works and what does not. Be open-minded and responsive, and consider the student’s right to personal integrity.

Mutual respect facilitates communication between the student and the teacher and is a prerequisite for the student to perform at his or her best. Treat the certificates recommending support and any information about the student’s situation with confidentiality. Information about health and personal circumstances is confidential under the Secrecy Act.