Studying with Impairment-Related Study Time Delays and/or Study Interruptions

Background

Students with disabilities and chronic illnesses often study longer than their peers. They also interrupt their studies significantly more frequently and for an extended period (Middendorff et al. 2017, 37).

Considering the fact that students with disabilities and chronic illnesses are predominantly not visibly impaired and, moreover, often conceal their impairments, partly out of fear of stigmatization, it can be suggested that their above-average participation in the group of students with study time delays and interruptions is also not obvious (DSW 2018, 25ff.).

Students with impairment-related study time delays and/or interruptions drop out of their study community and many of their social circles. However, a strong social integration in the university is an essential prerequisite for academic success. This includes study-related relationships such as study groups as well as relationships related to the everyday environment, e.g. friendly activities (Heublein et al. 2017, 158f.). A prolonged duration of study does not necessarily prevent educational success, but it may emerge as a serious obstacle (RuhrFutur 2018, 44).

Project Goals

The project's aim is to raise awareness among academic advisors, teachers and faculties about the situation of students with (non-visible) impairments among students with study time delays and interruptions. Support services will be offered to successfully integrate students with impairment-related academic time delays into the appropriate semester cohort as well as to successfully ensure the return of students after academic interruptions. Additional study delays, unnecessary course changes and also dropouts should thus be avoided.

Among other things, a support group service for affected students is in the process of being set up.