Inclusion / accessibility

In January 2024, the Second Action Plan 2030 was presented to the HSZG Senate. It replaces the First Inclusion Action Plan 2025, which was adopted in 2018.

The 2nd Action Plan addresses perspectives and legal frameworks for the inclusion of people with disabilities and chronic illnesses at the HSZG.

It includes an action plan covering the following areas:

• University Organization
• Human Resources
• Teaching and Examinations, including practical training and study abroad semesters
• Communication Accessibility
• Physical accessibility

Download: HSZG’s 2nd Action Plan for Inclusion (PDF)

The Inclusion Working Group has been tasked with leading the implementation of the Inclusion Action Plan. The members meet once per semester.

The following individuals are currently serving on the working group:

Christoph Matthias Duscha, Chancellor: kanzler@hszg.de

Robert Viertel, Inclusion Officer and Deputy Officer for Students with Disabilities or Chronic Illnesses: r.viertel@hszg.de

Claudia Döring, Officer for Students with Disabilities and Chronic Illnesses: claudia.doering@hszg.de

Prof. Ingolf Prosetzky, Special Needs Education/Inclusion Studies degree programme: ingolf.prosetzky@hszg.de

Uta Jahnich, Technical Administration & Facility Services: u.jahnich@hszg.de

StuRa as Student Representative

"The sooner, the better"

We recommend that prospective students, with or without disabilities, familiarize themselves with the procedures and specific features of their chosen degree programme before starting their studies. This doesn’t require extensive online research, as our representatives are happy to answer any questions by phone, email, or chat.

Our staff can provide information and advice on topics such as:

• Reasonable adjustments for examination components
• Customized study plans
• Studying with a child
• Balancing studies with caregiving
• Questions regarding the application and admission process
• Dealing with Procrastination (such as putting off examination components)

Additional link to advisory services and contact persons

Physical fitness should be maintained in the daily work routine through physical activity and variety.

This is supported by workplace equipment that promotes physical activity, such as height-adjustable desks, ergonomic chairs, standing desks, and activities that engage the musculoskeletal system. When purchasing new equipment, structural units should take this into account.

Employees with disabilities can receive assistive devices tailored directly to their personal needs with the support of the HSZG. No documented degree of disability is required for this.

Questions such as “What is available?”, “How can it be provided?”, and “Who pays what share?” are discussed in advance. The HSZG contacts for this are:

• Workplace Inclusion Management: Marcus Dankwardt: m.dankwardt@hszg.de
• Employer’s Inclusion Officer (SGB IX): Robert Viertel: r.viertel@hszg.de
• Disability Advisory Service: Dipl.-Ing. Maria Urban: m.urban(at)hszg.de

Dresden Student Union

The mission of the 'Studentenwerke' in the Free State of Saxony is to provide social, economic, health, and cultural support and assistance to students (Section 109(4) of the Saxon Higher Education Act).

The 'Studentenwerk' (student union) takes into account the special needs of students with children, students with disabilities, and international students, and promotes the compatibility of academic studies and family life. Services include affordable lunches in the student canteens, the rental of (accessible) housing, as well as counseling and financial support services.

Tip: Students with disabilities are encouraged to contact the social counseling service of the Dresden 'Studentenwerk' (student union) and the Information and Counseling Center for Studies and Disabilities (IBS) of the German Studentenwerk even before or during the application process for a place at university. This can make the start of their studies easier.

Further information on studying with a disability or chronic illness

Further information on accessible housing in the student housing facilities of the Dresden 'Studentenwerk' (student union)

Link to the Information and Counseling Center for Studies and Disabilities (IBS) of the German Student Services

Supplementary Independent Participation Counseling (EUTB)

The EUTB® is an advisory service offered by Görlitz für Familie e.V. for the Görlitz district. At the counseling centers in Görlitz, Zittau, Niesky, and Weißwasser, people with and without disabilities, as well as family members and close friends, receive support to ensure their equal participation.

Issues raised by those seeking advice include, for example:

• Participation in all fundamental areas of life, e.g., housing, health care, assistive devices, assistance in all key areas of life, and mobility
• Medical rehabilitation achievements and those falling under the jurisdiction of rehabilitation providers

Expert counseling at the counseling center regarding financial coverage and the specific provision of rehabilitation services or assistive devices is extremely important. This also includes establishing contact with transportation services, educational support (e.g., sign language interpreters, study assistants, readers), assistive technology (computers, voice recorders, etc.), and other resources.

Counseling is provided as needed at counseling centers, by phone, via email, or even at home. An important goal of the counseling is to clarify who will cover the costs: health insurance, the local social services office, pension insurance providers, and the Saxony Municipal Social Association (KSV).

Further link to Görlitz für Familie e.V.

Saxony Coordination Office for Equal Opportunity (KCS)

The KCS supports Saxony’s universities in fulfilling their equality and inclusion responsibilities by providing

• advising and networking
• Continuing education and professional development
• Publications & Specialized Library

Link to the KCS

When submitting an application for a degree programme with restricted admission (a points-based admission system, numerus clausus) or numerus clausus, applicants with a disability or chronic illness have the opportunity to improve their chances of admission to the university.

Special Application A:

This application ensures that your preferred study location will be given priority consideration. It is required if a specific study location is necessary for your program.

Special Application D:

A certain number of places at university are “reserved” for cases of hardship. By submitting this application, you secure immediate admission to the program. The application must be accompanied by a medical report from a specialist.

Special Application E:

If you wish to indicate that you received a lower grade on your university entrance qualification due to a disability or chronic illness, you must use this application. A certified copy of your school transcript and a statement from the school must be attached to the application. The school statement should describe in great detail why the disability affected your grade.

Special Application F:

If you obtained your university entrance qualification later than usual due to a disability or chronic illness, use this application. This allows for a shorter waiting period for a place at university to compensate for a school year that had to be repeated due to the disability.

Further information on the application and admission procedures at Zittau/Görlitz University of Applied Sciences

Students with disabilities or chronic illnesses generally have increased financial needs. However, since the funds do not come from a single source but from various funding agencies, it is no easy task to navigate this maze. Before dipping into personal savings, however, you should check whether BAföG (German financial aid for students), social services, health insurance providers, or even foundations might cover study-related additional expenses.

Students have the right to explain the disadvantages they face during examinations due to a disability or chronic illness and to have these disadvantages compensated for through appropriate accommodations.

The request for reasonable adjustments in the examination process applies to examinations or preparatory work for examinations. Reasonable adjustments are not granted on a blanket basis, but rather on an individual basis and in a manner appropriate to the specific disadvantages involved. For the purpose of the application, it is irrelevant whether the impairment has been officially documented (no degree of disability is required). Thus, for example, chronic illnesses and temporary physical or mental impairments may also lead to reasonable adjustments.

The university’s inclusion officer is available to provide guidance on the application process as needed. The application should be submitted to the chair of the Faculty Examination Board at the start of the semester (tip!), no later than six weeks before the examination period. A later application is possible on a case-by-case basis if the specific impairment arose on short notice. It is the student’s responsibility to provide all necessary documents and evidence in a timely and proper manner.

The examination board will notify you by email of how the request will be accommodated.

Reasonable adjustments may include: additional time for invigilated (written) examinations (as a percentage or in minutes), permission to use certain assistive devices (e.g., taking invigilated (written) examinations on a computer), provision of a separate exam room, adjustments to break times, adaptations to examination records (e.g., font size), alternative exam formats, exemption from grading for spelling and punctuation, and permission for assistance from third parties (e.g., sign language interpreters, reading or writing assistants).

Some basic assistive devices, such as reading devices or laptops for exams, are available at the university and can be provided upon request.

Download the Application for Reasonable Adjustments in the Examination Process (PDF)

Students may take a leave of absence from their studies for up to two semesters for valid reasons. These valid reasons may also include a disability or chronic illness. If you take such a leave of absence, please refer to our university’s information page, which contains the relevant details and documents.

Related link: Vacation Semester

The HSZG International Office offers advice and support regarding study abroad programs.

If you’re unsure whether studying abroad is an option for you due to a disability, we’d be happy to inform you about available funding programs. We’ll then work with you to determine the good options. A preparatory trip might also be helpful, allowing you to explore the study and work conditions at the partner institution firsthand before your stay begins.

The “Erasmus+” program, in particular, offers various forms of financial support. You can find initial information on this in the FAQ section of our website under the question: Who can apply for special funding?

You’ll also find helpful information on the websites of the DAAD and the 'Studentenwerk' (student union). In any case, you should contact us at least one year before the start of your stay so that we can provide you with the best possible support during your preparations.

Link to the International Office at Zittau/Görlitz University of Applied Sciences

Link to the Information and Counseling Center for Studies and Disabilities (IBS) of the German Student Services (Deutsches Studentenwerk)

The HSZG has spaces with special features, such as quiet zones, streaming technology for mobile devices, and e-readers in the University Library.

In addition, so-called assistive devices are used to compensate for or minimize the disadvantages caused by disabilities in everyday university life.

There are also university sports courses that are inclusive by design.

Facilities:

• Every seminar room at HSZG is equipped with a wheelchair-accessible and height-adjustable table
• Streaming in lecture halls 0.01 and 1.01 in Building G I: Students can view the slides used by the instructor on their mobile devices (if needed, please contact the faculty’s IT coordinator)
• Work and relaxation rooms with specialized furniture designed to better combine work and relaxation: G II Room 203, Z VI Foyer on the ground floor
• PC labs equipped with wheelchair-accessible and height-adjustable desks: Room 0.04 in Z IVc, Rooms 3.16 and 3.18 in G I, Room 203 in G II
• Accessible University Library for people with mobility and visual impairments
• Accessible student canteens in Görlitz and Zittau (for people with mobility impairments only)

For students and staff with visual or hearing impairments, accessible documents, websites, administrative IT, web conferences and other applications enable equal participation in everyday university life.

These applications must meet certain criteria in the preparation of the text structure (menu navigation, headings, graphics, tables, etc.) so that content can be reproduced with appropriate reading and other devices.

The specifications for this digital accessibility can be found in the Web Content Accessibility Guidelines 2.1 (WCAG 2.1), on which the Barrier-free Information Technology Ordinance (BITV 2.0) is also based.

The national regulations are decisive for the practical implementation of digital accessibility for public bodies, i.e. the Federal Disability Equality Act (BGG) and the BITV 2.0 for federal public bodies. The federal states are responsible for public bodies at state level: Saxony has regulated barrier-free information technology in Section 9 of the Inclusion Act (SächsInklusG).

Further link to the Federal Accessibility Agency

What does the implementation of the human right to full participation in universities entail? What forms of support are provided for under the law, and how can students with disabilities pursue a college education?

University and State Laws:

The normative basis for all German universities is the Higher Education Framework Act (HRG). It contains provisions governing the German higher education system, which are detailed and specified in state laws in accordance with the federal structure and the educational autonomy granted to the federal states. Inclusion and participation are addressed in Section 2(4) HRG and Section 16, sentence 4, HRG.

At the state level, the Saxon Higher Education Act (SächsHSG) sets forth the principle of participation (Section 5(2), No. 14 SächsHSG) and the provisions for compensating for disadvantages in examination regulations (§ 35(4) SächsHSG), which are correspondingly supported at the federal level by the Higher Education Framework Act. With the amendment of the law in 2023, provisions regarding the election, duties, and resources of the officer for students with disabilities or chronic illnesses were newly incorporated (Section 56, paras. 7–10, SächsHSG).

The Saxon Inclusion Act contains provisions on the right to vote, plain language, accessible information technology, the promotion of participation, and the improvement of participation in the workplace (including through accessible buildings and workplaces).

Section 50 of the Saxon Building Code (SächsBO) establishes, among other things, the principle of architectural accessibility for all educational institutions in the Free State of Saxony. The List of Introduced Technical Building Regulations (LTB) supplements the SächsBO and includes, among other things, information on the construction of accessible restrooms, parking spaces for people with disabilities, and signage within buildings. (The Bavarian Chamber of Architects has published good brochures on the implementation of architectural accessibility.)

UN Convention on the Rights of Persons with Disabilities (UN CRPD):

The topic of education is addressed in great detail and comprehensively in Article 24 of the UN CRPD:

• People with disabilities have the right to education, including equal access to higher education.
• This fundamental right to education must be realized without discrimination and on the basis of equal opportunity within an inclusive education system.
• People with disabilities must be empowered to participate fully in a free society.
• The education system must not exclude these individuals and must make reasonable accommodations to meet the needs of each person.
• Educational success must be facilitated through effective, individually tailored support measures.
• Life skills and social competencies are also part of the educational mission.
• Braille, sign language, and other forms of communication should be taught.
• Teachers, including those with disabilities, must be trained in raising awareness, using alternative materials and forms of communication, and in pedagogy and didactics.

Other articles also establish a connection to universities and their responsibilities under the Higher Education Act. The articles of the UN CRPD state, in essence, that:

• Art. 4: Research should be conducted on new technologies suitable for people with disabilities, and professionals should be trained in accordance with the UN CRPD;
• Art. 8: campaigns to raise social awareness are conducted,
• Art. 9: Accessibility is planned and implemented consistently (in terms of architecture, media, and communication),
• Art. 20: The greatest possible independence and mobility for people with disabilities must be ensured,
• Art. 27: People with disabilities are employed, including in the public sector, and
• Art. 30: They participate on an equal basis in cultural life, as well as in recreation, leisure, and sports.

Federal Laws:

Basic Law, Article 3, Paragraph 3, Sentence 2: Fundamental prohibition of discrimination against people with disabilities

The Act on the Equal Treatment of People with Disabilities (BGG) sets forth provisions for the equal treatment of people with disabilities in society and, in particular, within the sphere of influence of the federal administration. It serves as the basis for accessibility in public spaces. The BGG guides the actions of all federal authorities, agencies, and institutions. The prohibition against discrimination also applies to subordinate authorities to the extent that they implement federal law (e.g., social welfare offices). In addition, the BGG grants associations of people with disabilities rights vis-à-vis companies and business associations.

SGB IX – Act on the Rehabilitation and Participation of People with Disabilities:
Enacted in 2001, SGB IX contains the definition of the general concept of disability,
which is used throughout the entire German legal system, as it has also been adopted by the state equality laws. It thus also serves as the basis for universities, e.g., for determining reasonable adjustments to compensate for disadvantages, providing assistance to facilitate studies, and offering other forms of financial support. The legislature defines a person with a disability as someone whose physical function, mental capacity, or mental health is highly likely to deviate from the condition typical for their age for a period longer than six months, thereby impairing their participation in society (see § 2 SGB IX, see also § 3 BGB). Persons with severe disabilities, as defined in § 2(2) SGB IX, are those with a disability rating of 50 or higher. The definition of disability also includes long-term chronic illnesses or those with an episodic course, such as rheumatism, epilepsy, multiple sclerosis, or allergies.

The Federal Participation Act (BTHG) gradually reformed SGB IX from 2017 to 2023. The BTHG aims to reflect the new societal understanding of an inclusive society and to enable greater self-determination for people with disabilities through an unrestricted right to participation—in accordance with Article 3 of the UN CRPD—and the necessary support services to achieve this.
Chapter 12 of the BTHG, titled “Benefits for Participation in Education,” outlines the forms of support available in the areas of universities and adult education. Education is considered a benefit under integration assistance, and the assessment of benefits refers to SGB VII (Statutory Accident Insurance). Section 75 of the BTHG, for the first time in German legislation, enables people with disabilities to have unrestricted access to university education through state support. In the spirit of equality for people with disabilities and the principle of reasonable adjustment, the previously required obligation to provide special proof of aptitude for academic education has been abolished.
The implementation of all rehabilitation services in the context of higher education follows the proven Federal Republic of Germany model of the “social law triangle”: The three corners of the triangle are the service recipient, the university/'Studentenwerk' (student union), and the local rehabilitation provider. The latter provides what is known as independent participation counseling.

General Equal Treatment Act (AGG): This law addresses labor law provisions for employees with disabilities in conjunction with Sections 85–92 of SGB IX regarding special protection against dismissal for employees with severe disabilities. The provisions contained in the AGG describe when disability-based discrimination occurs in job postings, during hiring or applicant selection, as well as in dismissals and severance payments.