WP5 Training of University Staff for Working with Students with Disabilities

Support and Inclusion of students with disabilities at higher

education institutions in Montenegro

Support and Inclusion of students with disabilities at Higher Education Institutions in Montenegro

WP5 Training of university staff for working with students with disabilities

DEV5.3. Advanced Training on inclusive practices and support services for students with disabilities

Prepared by Velibor Boskovic, AYDM, [email protected] Date 20th November 2013

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Tempus Project 516758-TEMPUS-1-2011-1-GR-TEMPUS-JPGR

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Content

I. Introduction...... 3

II Training overview...... 3

Training : Work with students with disabilities (counseling, technical and psychological support) trainers Nataša Mauko, Miha Kosi, DSIS...... 3

Training : Sign language in practice” module1, trainers: Vidna Matović and Olivera Glušćević, IERK...... 4

Training : Braille II- trainer Goran Macanović, AYDM...... 5

Training : Inclusive Education practice in HEIs/ Work with students with disabilities (counselling, technical and psychological support)- trainers: Svetlana Obradovic and Dragana Bjekic, UOM...... 6

Training : Work with students with dyslexia,trainer: Catia Giaconi, University of Macerata (Italy)...... 8

Training : Sign language in practice”Module 2 and 3,trainers: Vidna Matović and Olivera Glušćević, IERK...... 10

Training : Universal design for learning – new approach toward inclusion /Adapting materials in traditional approach and making materials accessible/Accessibility in architecture……………………………...... 11

III Evaluation and results...... 13

IV Conclusion...... 15

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I Introduction

This document is intended to provide results of SINC@HE Deliverable 5.3 - Advanced Training on inclusive practices and support services for students with disabilities. These trainings covered following topics:  Work with students with disabilities  Sign language, modules I, II and III,  Braille II  Support services for students with disabilities in HEIs,  Work with students with dyslexia Advanced training were focused on the staff directly involved in the procedure and in the work with students with disabilities, concepts of disability, approach towards different kind of disabilities, inclusive education practice, work with students with dyslexia, support services as well as advanced concepts of sign language and Braille. These trainings were based on basic trainings which provided teaching and nonteaching staff at the Universities with basic knowledge on disability and concepts of inclusive education. Advanced training has been implemented in period from May till October 2013 by trainers of Association of youth with disabilities (AYDM), Institution of Education and Rehabilitation Kotor (IERK), University of Macedonia (UOM) University of Warsaw (UW) and University of Macerata (UNIMC)

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II Training Overview

 Module1: Work with students with disabilities (counselling, technical and psychological support) and Assistive technologies for work with students with disabilities – using different types and kind of teaching materials

Trainers: Natasa Mauko, Miha Kosi, DSIS

The aims of the training were to think and learn about the different views of studying with disabilities. Participants had to do many small workshops, role playing tasks and think creatively about accommodating the needs of students with disabilities.

In first topic »Access to HE« trainers and participants were discussing about the barriers on higher education level with focus on barriers to and within HE and discussed physical barriers, attitudes, access to information and to support. Intention was to go beyond basic knowledge and look »deeper« into barriers in a way which allowed not only focus on students with physical disabilities but also on those with so called hidden disabilities (hard of hearing, vision problems etc.). During the training participants did a lot of role playing workshops to enable participants to learn that they are not the only one who can support students with disabilities, who could also help them at their institutions and that the team work is very important to successfully accommodate students' needs. Also, participants focused on appropriate adjustments of lectures and examination and discussed how to make students' work area in the classroom enjoyable and friendly to its needs.

Total number of participants on the training was 18 from which 14 female and 4 male participants (see Table 1).  From University Mediterranean on the training participated: 9 people- 2 teaching staff, 6 administrative staff and 1 student  From University of Donja Gorica on the training participated: 6 people– 2 teaching staff, and 4 administrative staff.  From University of Montenegro on the training participated: 1 person, administrative staff.  From Association of Youth with Disabilities participated 2 persons (1 student)

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education institutions in Montenegro Table 1 Module 1: Indicators Number Position Institution Sex Disability 1. Vice dean/professor University Mediterranean F / 2. Teaching assistant University Mediterranean F / 3. Teaching assistant University Mediterranean M / 4. Teaching assistant University Mediterranean F / 5. Teaching assistant University Mediterranean F / 6. Teaching assistant University Mediterranean F / 7. Student University Mediterranean F / 8. Administrative staff University Mediterranean M / 9. Administrative staff University Mediterranean M / 10. Teaching assistant University of Donja Gorica M / 11. Vice Dean/professor University of Donja Gorica F / 12. Administrative staff University of Donja Gorica M / 13. Administrative staff University of Donja Gorica F / 14. Administrative staff University of Donja Gorica F / 15. Administrative staff University of Donja Gorica F / 16. Program Manager AYDM M / 17. Student AYDM F Yes 18. Administrative staff University of Montenegro F /

Module 2: Sing language in practice I Trainers Vidna Matovic and Olivera Gluscevic, IERK

Training has aim to provide to participants basic knowledge of sign language to facilitate the communication with persons with hearing impairments. Topics which were covered were: Single hand alphabet; Demonstrative, questionable and conventional phrases; Colours and numbers; Family and relations in family.

The training was conceived of the demonstration of single hand alphabet to the participants. Thereafter trainers processed by explaining terms by planned topics in this module. After practical demonstration, participants watched gestures on video. After that, participants were practicing using single hand alphabet and trying to show their names, different terms etc...They did it successfully.

Learning materials used: Leaflets with single hand alphabet, video presentation on the screen. During the training atmosphere was great with full participation of trained.

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education institutions in Montenegro Total number of participants on the training was 26 from which 17 female and 9 male participants (see Table 2).  From University Mediterranean on the training participated: 12 people- 6 teaching assistants, 5 administrative staff and 1 student.  From University of Donja Gorica on the training participated: 1 person– teaching assistant and 10 administrative staff.  From Faculty of Management participated one person-professor.  From Association of Youth with Disabilities participated 2 persons Table 2 Module 2: Indicators Number Position Institution Sex Disability 1. Teaching assistant University Mediterranean M / 2. Teaching assistant University Mediterranean M / 3. Teaching assistant University Mediterranean F / 4. Teaching assistant University Mediterranean F / 5. Teaching assistant University Mediterranean F / 6. Teaching assistant University Mediterranean F / 7. Administrative staff University Mediterranean F / 8. Administrative staff University Mediterranean F / 9. Administrative staff University Mediterranean M / 10. Administrative staff University Mediterranean M / 11. Administrative staff University Mediterranean F / 12. Student University Mediterranean F / 13. Teaching assistant University of Donja Gorica M / 14. Administrative staff University of Donja Gorica F / 15. Administrative staff University of Donja Gorica M / 16. Administrative staff University of Donja Gorica F / 17. Administrative staff University of Donja Gorica F / 18. Administrative staff University of Donja Gorica F / 19. Administrative staff University of Donja Gorica M / 20. Administrative staff University of Donja Gorica F / 21. Administrative staff University of Donja Gorica F / 22. Administrative staff University of Donja Gorica F / 23. Administrative staff University of Donja Gorica F / 24. Program Manager AYDM M / 25. Student AYDM F Yes 26. Proffesor Faculty of Management M /

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Module 3: Braille II- trainer Goran Macanović, AYDM

Objective of this training was to make participants familiarised with the Braille letters by reading and writing text in Braille.

Training started with a brief introduction of the trainer and participants. The participants were then reminded of the information from the previous basic training. The trainer again presented Braille letters, this time giving detailed description of the manner of writing letters, numbers, punctuation marks and other symbols in Braille. After the extensive theoretical presentation of the Braille, the trainer split the participants into pair and gave them a practical task to solve. The participants were supposed to read a text printed in Braille, handed out by the trainer. They solved the task using the brochure containing a slate presenting standard letters in Braille. All the participants managed to read, that is – translate the text from Braille to standard script in a short time. After the reading, the participants were split into two groups. Each group was given a task to write a note to the other group in Braille. The task was such that the note had to have at least as many words as there were members in the group which was writing the note. This request was set with the purpose of each member writing at least one word. The participants were writing using Braille slate and stylus, and the group receiving the message had to read it themselves and thus additionally practice reading. The participants were very satisfied because in two hours they managed to recognise Braille letters themselves and read text in Braille, as well as write their first words in Braille without assistance. At the end of training the participants filled in the evaluation forms. Total number of participants on the training was 11 from which 8 female and 3 male participants (see Table 3).  From University Mediterranean on the training participated: 3 people- administra- tive staff.  From University of Donja Gorica on the training participated: 8 people– 1 professor and 7 administrative staff.

Table 3 Module 3: Indicators Number Position Institution Sex Disability 1. Administrative staff University Mediterranean F / 2. Administrative staff University Mediterranean F / 3. Administrative staff University Mediterranean F / 4. Professor University of Donja Gorica F / 5. Administrative staff University of Donja Gorica M / 6. Administrative staff University of Donja Gorica M / 7. Administrative staff University of Donja Gorica M / 8. Administrative staff University of Donja Gorica F / 9. Administrative staff University of Donja Gorica F / 10. Administrative staff University of Donja Gorica F / 11. Administrative staff University of Donja Gorica F /

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Module 4: Inclusive Education practice in HEIs and Work with students with disabilities (counseling, technical and psychological support)

Trainers: Svetlana Obradovic, UOM, and Dragana Bjekic, UOM

First phase of training development was integration of two modules in on general training. Second phase of the training development was differentiation of training for two groups –for university teaching staff and for university non teaching staff

Third phase of training development was introduction of e-courses development (e-courses as support for traditional trainings) and introductory training for university participants

Training 1: Nonteaching support for the students with disabilities at the university  Training for the university nonteaching staff “Nonteaching support for the students with disabilities at the university” was realized with learning goals:  Increasing sensitivity for students with disabilities

 Learning how to recognized communication needs of students with disabilities

 Development of communication skills in the context of working with students with disabilities

 Learning how to participate in the network of students with disabilities association and organization

Topics of the first module were: Basic concepts of inclusive university education, terminology of the movement of persons with disabilities and categories of university students with disabilities; Recognition of disabilities, specific learning disorders; Communication of non-teaching university staff and students with disabilities; Examples: Organization of university administration support to students with disabilities at University of Mace- donia, Thessaloniki, Greece, Balkan universities etc.  Network of students’ association and services for student 8

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education institutions in Montenegro  Non-teaching staff roles in university network for support for students with disabilities

The final part of the training is the introductory course for e-course as second step of training university nonteaching staff. E-course is developed according to training program; and it is placed within the Moodle system of Balkan Distance Education Network (http://e.lab.ftn.kg.ac.rs/moodle2) Structure of e-course is in the attachment 3.

Training 2: Inclusive education practices in HE and Support services for students with disabilities in HEIs • Learning goals

 Increasing teachers sensitivity for students with disabilities and em- pathy with them

 Introducing teachers into the various models of university teaching for students with disabilities

 Increasing teachers’ communication skills in the context of teaching students with disabilities

 Supporting teachers to develop collaborative university teaching

• Topics covered with this module were: basic concepts of inclusive university education; Terminology of the movement of persons with disabilities and categories of university students with disabilities; Examples of practice in region (Organisation of teaching for students with disabilities at universities -University of Macedonia, Greece, University of Athens, Greece, university in Balkan region, universities in Serbia,) and centres for students with disabilities at universities; Specific learning disorders (dyslexia etc.): recognition in the university education and teachers work with students with specific learning disorders; Cognitive and learning styles of students with disabilities; Commu- nication with students with disabilities; Models of university teaching: Univer- sal Design Learning; Selection of teaching and assessment methods; Collabor- ative learning as part of support network; Students-teachers support network as support services 9

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The final part of the training was the introductory course for e-course (e-learning course) as second step of training university teaching staff. E-course is developed according to training program; ant it is placed within the Moodle system of Balkan Distance Education Network (http://e.lab.ftn.kg.ac.rs/moodle2)

During these modules interactive teaching methods (lectures, workshops, demonstrations, role playing etc) are used.

Total number of participants on the training was 25 from which 17 female and 8 male

 From University Mediterranean on this modules participated: 2 people- teaching staff and 6 people-administrative staff.  From University of Donja Gorica on the training participated: 3 people– teaching staff and 7 administrative staff.  From University of Montenegro participated 3 people-teaching staff and 2 people administrative staff  From Faculty of Management Herceg Novi participated 1 person- -teaching staff and 1 person administrative staff. Number Position Institution Sex Disability 1. Teaching assistant University Mediterranean M / 2. Teaching assistant University Mediterranean M / 3. Administrative staff University Mediterranean F / 4. Administrative staff University Mediterranean F / 5. Administrative staff University Mediterranean M / 6. Administrative staff University Mediterranean M / 7. Administrative staff University Mediterranean M / 8. Administrative staff University Mediterranean F / 9. Teaching assistant University of Donja Gorica M / 10. Teaching assistant University of Donja Gorica F / 11. Teaching assistant University of Donja Gorica F / 12. Administrative staff University of Donja Gorica F / 13. Administrative staff University of Donja Gorica M / 14. Administrative staff University of Donja Gorica F / 15. Administrative staff University of Donja Gorica F / 16. Administrative staff University of Donja Gorica F / 17. Administrative staff University of Donja Gorica M / 18. Administrative staff University of Donja Gorica F / 19. Teaching staff University of Montenegro F / 20. Teaching staff University of Montenegro F /

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21. Teaching staff University of Montenegro F / 22. Administrative staff University of Montenegro F / 23. Administrative staff University of Montenegro M / 24. Proffesor Faculty of Management M Yes 25. Administrative staff Faculty of Management F /

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Module 5: Work with students with dyslexia Trainer: Catia Giaconi, University of Macerata (Italy) The training has been focused on services and technologies for students suffering from dyslexia. The training has dealt with the presentation of services by Italian university centers aimed at welcoming dyslexic students. Starting from a theoretical overview about the learning difficulty tied to dyslexia the training has presented the organizational actions for university students and the tools that every student with dyslexia can use to compensate the disturb and successfully reach higher education studies. The resources presented included freeware technological devices that can be used also in Serbian language (e.g. vocal synthesis). In the final section of the presentation trainees could experience the efficacy of some tools. Trainees were a small group from different institutions. They showed to pay attention and take active part in the interaction. Their questions were mainly focused on the technical tools. The trainer believes that the presentation was effective since it well connected the theoretical part with the support of some video presentations and the practical part with the application of some of the tools. The atmosphere was serene and welcoming. The organization of the classroom and the technical support were excellent and showed to be able to solve any technical problem due to unexpected issues. Finally the trainers believes that the seminar was a relevant opportunity to share and compare participants’ perspectives. Trainees will be the key aspect to let students with dyslexia to face their difficulties and activate and conclude their study process in a successful way. Learning goals of this training was to become known with the dyslexia disorder, to appreciate the critical aspects of pedagogy when working with young student suffering from dyslexia who could access the university and higher education services and to know and practice the compensatory tools and the technological devices to guide students in their studies in a successful way.

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education institutions in Montenegro Topics were: Dyslexia, Dyslexia in adults, pedagogical critical aspects when working with students affected by dyslexia, compensatory technological devices. The training aims at introducing the dislexia disorder and the critical aspects tied to didactics involving students with dislexia who could access the university and higher education services. The second section aims at introducing and practicing the compensatory tools and the technological devices to guide students in their study reaching levels of success. Learning material: presentation, videos, technological devices, compensatory tools in Montenegrin language.

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Total number of participants on the training was 14 from which 7 female and 7 male participants (see Table 3).  From University Mediterranean on this training participated: 4 people- teach- ing staff and 3 people-administrative staff.  From University of Donja Gorica on the training participated: 1 person– teaching staff and 6 administrative staff. Number Position Institution Sex Disability 1. Vice dean University Mediterranean F / 2. Teaching assistant University Mediterranean F / 3. Teaching assistant University Mediterranean M / 4. Teaching assistant University Mediterranean M / 5. Administrative staff University Mediterranean M / 6. Administrative staff University Mediterranean M / 7. Administrative staff University Mediterranean F / 8. Vice dean University of Donja Gorica F / 9. Administrative staff University of Donja Gorica M / 10. Administrative staff University of Donja Gorica M / 11. Administrative staff University of Donja Gorica M / 12. Administrative staff University of Donja Gorica F / 13. Administrative staff University of Donja Gorica F / 14. Administrative staff University of Donja Gorica F /

Module 6 Training „Sign language in practice 2” Trainers: Vidna Matovic and Olivera Gluscevic Date and place: 22\10\2013. University of Donja Gorica-Podgorica

 Learning goals: Expended knowledge of sign language and practical use in or- der to facilitate communication with hearing impaired.

Topics on second module were: life, health and medicine, age, work and labor relations; culture, entertainment and sport, Education, different institutions. Participants were presented concepts in sign language to a preplanned concept. On video and in live. Each elaborated topic was followed by a practical usage. Parti- cipants were checking their knowledge by practicing in pairs in sign language. Atmosphere during the training was excellent. Participants showed great interest for work. 14

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Training “Sign language in practice 3” Trainers: Vidna Matovic and Olivera Glusevic This module had aim to expended knowledge on sign language and practical use to facilitate the communication with persons with hearing impairment. Topics on this module were religious objects, environment, time and weather condi- tions, trade, food and drinks, traffic, communication and technologies.

Participants were presented with basic concepts of the proposed topics by video presentation and in live. Each presentation was followed by a practical application processed terms of sign language. The training was interactive. After the training, the participants got each one copy of cd-as an educational material with all gestures learned on all three modules. During the training, the atmosphere was excellent. Participants showed great motivation for learning sign language.

Total number of participants on both modules was 30 from which 17 female and 13 male participants (see Table 3).

 From University Mediterranean on this training participated: 8 people- teach- ing staff and 4 people-administrative staff.  From University of Donja Gorica on the training participated: 7 person– teaching staff and 8 administrative staff.  From Association of Youth with Disabilities participated 3 people (2 students with disabilities)

Number Position Institution Sex Disability 1. Dean University Mediterranean M / 2. Vice dean University Mediterranean F / 3. Teaching assistant University Mediterranean M / 4. Teaching assistant University Mediterranean M / 5. Teaching assistant University Mediterranean F / 6. Teaching assistant University Mediterranean F / 7. Administrative staff University Mediterranean M / 8. Administrative staff University Mediterranean M / 9. Administrative staff University Mediterranean M / 10. Administrative staff University Mediterranean M / 11. Vice dean University of Donja Gorica F / 12. Teaching staff University of Donja Gorica M 13. Teaching staff University of Donja Gorica M 15

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14. Teaching staff University of Donja Gorica F 15. Teaching staff University of Donja Gorica F 16. Teaching staff University of Donja Gorica F 17. Teaching staff University of Donja Gorica F 18. Administrative staff University of Donja Gorica M / 19. Administrative staff University of Donja Gorica F / 20. Administrative staff University of Donja Gorica M / 21. Administrative staff University of Donja Gorica M / 22. Administrative staff University of Donja Gorica M / 23. Administrative staff University of Donja Gorica F / 24. Administrative staff University of Donja Gorica F / 25. Administrative staff University of Donja Gorica F / 28. Office Manager AYDM F / 29. Student AYDM F Yes 30. Student AYDM F Yes

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Module 7: Universal Design for learning Trainers: Pawel Wdowik and Slawek Barabasz

• Learning goals  the reasons for making digital documents accessible; how people with disabilities use assistive technology to access digital content; accessibility issues;

 basic rules of making accessible text documents ;

 how to use the accessibility features built into office suite applications including MS Word and MS PowerPoint; practical tips and tricks;

 how to check and repair accessibility of the documents;

 how to convert digital documents in a way that ensures the document retains accessibility features (creating accessible Portable Document File (PDF) documents);

 basic requirements related to the creation of accessible websites.

• Topics  Accessible digital documents, typical formats of digital documents, general rules.

 Plain text files: advantages, disadvantages, special tags and symbols.

 Word processed documents (MS-Word): text properties, headings, tables, links, alternative text for graphics, formatting with styles, useful tips, mathematical formulas in Word, checking accessibility in Word.

 Accessible Presentations: general principles, making accessible presentations in PowerPoint, useful tips, checking accessibility in PowerPoint, converting presentation to other accessible formats.

 Accessible Portable Document File (PDF) documents: when PDF is accessible, how to check, how to create accessible PDF documents.

 Accessible websites: general rules, using assistive technology to navigate through Web sites, solutions for building accessible websites , checking Web accessibility. 17

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With the increase in the use of the internet it is becoming much more common to provide information electronically. Digital media offers many opportunities to people with disabilities, especially independence and freedom access to information. To ensure this property, we must think about accessibility from the beginning of the creation of the documents. Making information accessible is not complicated. It only requires some awareness and sometimes a little shift in production process. Creating accessible documents helps all learners by ensuring that they are able to read, hear, and see all the information included in a presentation or document Total number of participants on both modules was 24 from which 16 female and 8 male participants (see Table 3).

Materials used were: Accessible plain text documents, Accessible MS Word and PDF documents, Accessible MS PowerPoint presentations, Accessible websites  From University Mediterranean on this training participated: 8 people- teach- ing staff and 4 people-administrative staff.  From University of Donja Gorica on the training participated: 7 person– teaching staff and 8 administrative staff.  From Association of Youth with Disabilities participated 2 people (1person with disability)

Number Position Institution Sex Disability 1. Teaching assistant University Mediterranean M / 2. Teaching assistant University Mediterranean F / 3. Teaching assistant University Mediterranean F / 4. Teaching assistant University Mediterranean F / 5. Administrative staff University Mediterranean M / 6. Administrative staff University Mediterranean M / 7. Administrative staff University Mediterranean F / 8. Administrative staff University Mediterranean F / 9. Administrative staff University Mediterranean F / 10. Administrative staff University Mediterranean F / 11. Vice dean University of Donja Gorica F / 12. Teaching staff University of Donja Gorica M / 13. Teaching staff University of Donja Gorica F / 14. Administrative staff University of Donja Gorica F / 15. Administrative staff University of Donja Gorica F / 16. Administrative staff University of Donja Gorica M / 17. Administrative staff University of Donja Gorica M / 18. Administrative staff University of Donja Gorica M / 19. Administrative staff University of Donja Gorica F / 20. Administrative staff University of Donja Gorica F / 21. Administrative staff University of Donja Gorica F / 22. Administrative staff University of Donja Gorica F / 23. Program Manager AYDM F / 24. Student AYDM F Yes

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education institutions in Montenegro III Evaluation and results

All the trainings have been evaluated by participants based on the written form what have been submitted to them at the end of each training. They evaluated atmosphere in the group, the manner how training have been conducted, provided materials and if training objectives have been acheived.

Module 1 : Work with students with disabilities (counselling, technical and psychological support) and Assistive technologies for work with students with disabilities – using different types and kind of teaching materials Considering aspects of evaluation sheets, conclusions are as follows: numerical ratings are ranged from 2 to 5.  Group dynamic: Interactive work but small group  Methods of the training: Excellent, with lot of explanations, great trainers. One remark that it should be more concrete examples.  Goals achievement: yes  Materials: N/A Trainer was satisfied with the results of the training. However, first group was consisted of only 7 participants which did not allowed planned work with different groups.

Module 2 : Sing language in practice I Considering aspects of evaluation sheets, conclusions are as follows: numerical ratings are ranged from 4 to 5.  Group Dynamic: All participants were open, they asked questions and participated in the discussion, but still there is low number of participants; Small group, efficient  Methods of the training: Excellent, with lot of explanations, great trainer, Trainer has easy approach which makes participants relaxed and makes that they easily can follow the training, interesting, very informative  Goals achievement: yes through active participation  Materials: Very useful, especially the Guide,Informative and clear, Materials gave a lot of information and helped participants to approach the topic. Although it was planned to have four groups of 21 participants per each, response of participants was not satisfactory. First group was interested in the topic but not so active. Second group had only four participants, but they were active. In the third group there was only one participant but intersted for the topic.

Module 3: Braille II Considering aspects of evaluation sheets, conclusions are as follows: numerical ratings are ranged from 4 to 5.  Group dynamic: good, a bit shy at the begining, a lot of questions and raised discussions  Methods of the training: excellent, interesting  Goals achievement: yes through active participation and practical examples 19

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education institutions in Montenegro  Materials: interesting, understandable, useful

Module 4: Inclusive Education practice in HEIs and Work with students with disabilities (counseling, technical and psychological support)

Considering aspects of evaluation sheets, numerical ratings are ranged from 4 to 5 but with only few comments.  Group dynamic: Small but interested group  Methods of the training: Good  Goals achievement: Yes  Materials: no comments

Module 5: Work with students with dyslexia Numerical ratings are ranged from 4 to 5.  Group dynamic: Interactive  Methods of the training: Good  Goals achievement: Yes  Materials: no comments Trainees were a small group from different institutions. They showed to pay attention and take active part in the interaction. Their questions were mainly focused on the technical tools. The trainer believes that the presentation was effective since it well connected the theoretical part with the support of some video presentations and the practical part with the application of some of the tools. The atmosphere was serene and welcoming. The organization of the classroom and the technical support were excellent and showed to be able to solve any technical problem due to unexpected issues. Finally the trainers believes that the seminar was a relevant opportunity to share and compare participants’ perspectives. Trainees will be the key aspect to let students with dyslexia to face their difficulties and activate and conclude their study process in a successful way.

Module 6: Sign language, modules 2 and 3 Considering aspects of evaluation sheets, conclusions are as follows: numerical ratings are ranged from 4 to 5.  Group dynamic: Atmosphere during the training was excellent. Participants showed great interest for work.  Methods of the training: interactive, communicative, extraordinary dedication to of lecturers, good animation and organization, a very interesting presentation.  Goals achievement: Yes.  Materials: very usefull, interesting

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Module 7: Universal Design for learning Considering aspects of evaluation sheets, conclusions are as follows: numerical ratings are ranged from 4 to 5.

 Group dynamic: Atmosphere during the training was excellent. Participants showed great interest for work.  Methods of the training: Experienced and devoted trainers.  Goals achievement: Yes  Materials: no comments

IV Conclusion Mail conclusion is that we had good response from teaching and nonteaching staff from the Universities. This will ensure that significant number of employees at the Universities will have increased knowledge on disability issues and they will be able to provide necessary support to students with disabilities. On the other hand these trainings have shown us that there is a need to constantly work with employees at the Universities and to increase their sensibility toward students with disabilities. If there is such a need, we strongly recommend repeating some of the trainings in next period. Based on the reports what Association got from all trainers we consider that we can be satisfied with the active participation of involved participants from the Universities, quality of the performed trainings and the quality of knowledge they gained during trainings.

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