The types of impairments that some students live with are as diverse as the students at our university. This overview is intended to provide a brief insight into the various impairments and their impact on studying and is by no means exhaustive. If you have specific questions about one of the types of impairment, please contact the SmB Service Centre.

Depression, autism, anxiety disorders, diabetes, epilepsy, Asperger's syndrome, rheumatism, dyslexia - many people who live with these challenges don't outwardly display them. There are a variety of disabilities and chronic illnesses whose symptoms are not directly visible to others, from organ dysfunction to psychological stress. Symptoms such as exhaustion and fatigue, which affect many chronically ill people, can significantly limit resilience and performance.

As students with invisible impairments often do not immediately disclose their illness, those around them often assume that they can concentrate on their studies without additional distractions such as illness or disability. This high pressure of expectation often leads to excessive demands. Coming out could offer a way to counteract this pressure, but it often goes hand in hand with fear of stigmatisation and exclusion. The topic of "coming out" is therefore very sensitive and a very personal decision in which the pros and cons should always be considered.

This is how you can provide support:

• Draw attention to the confidential counselling services offered by the Service Centre for Students with Disabilities and encourage them to make use of them.
• Make time available so that therapy appointments and doctor's appointments can be attended.
• Set clear, achievable and small-step goals.
• Announce presentation topics and literature lists well in advance.
• Allow more time for research work and literature procurement.
• Avoid time overruns in courses.

These measures can help students to achieve a better balance between their studies and their health needs.

Visual impairments can occur as a result of an eye disease, as a side effect of another disease (e.g. multiple sclerosis, migraine, traumatic brain injury, tumour disease) or as a side effect of medication. Students with impaired visual function often have difficulty recognising details, grasping large images on the board, are colour-blind, sensitive to light or require strong lighting. An additional hurdle is the large number of printed and visually prepared study materials, as the time required to convert books, texts, slides or blackboard images into an accessible form can be enormous.

Depending on the severity of the impairment, students with visual impairments require various aids such as software for translating written and visual material into speech, computers with tactile writing (Braille), magnification devices or audio recordings. As a rule, they already have these technical aids.

This is how you can provide support:

• Make sure that corridors, offices and entrances are free of obstacles.
• Make your documents (scripts, slides, etc.) available in advance so that affected students can follow the lecture on a laptop (using software).
• Write legibly, large and clearly.
• Explain graphics and images and, if possible, use digital systems as a substitute for a blackboard (e.g. whiteboard). Speak every word you write out loud.
• Create accessible teaching materials in which structures and formatting make it easier to read the documents.
• Use PCs with magnification software or screen readers for examinations (loan from IMT Media).
• Make documents (e.g. exams) available in Braille (the Service Centre can provide support here).

These measures help to make it easier for students to access teaching materials and promote their participation in their studies.

Hearing impairments can be caused by congenital deafness or deafness that occurs later. Deaf people have not developed hearing and usually use sign language; spoken language is learnt like a foreign language. In the case of deafness, hearing is lost in the course of life, which can also impair the ability to speak. Hearing loss, on the other hand, means that spoken language is only perceived with difficulty and incompletely. Hearing aids can help, but usually do not fully compensate for the deficit.

Hearing-impaired students need access to study materials at an early stage, as they find it difficult to follow lectures and take notes at the same time. Comprehension difficulties also often arise in discussions if not all participants are visible.

This is how you can provide support:

• Speak slowly, clearly and with a visible mouth.
• Avoid speaking with your back to the group or walking around.
• Provide study materials at an early stage.
• Use microphones and technical aids such as FM systems.
• Summarise contributions to the discussion and repeat comments.
• Make sure that only one person speaks during group discussions.
• Choose seating arrangements such as circles or squares for better visual contact.
• Involve written and sign language interpreters and provide them with material at an early stage.
• Subtitle videos or supplement them with sign language.

These measures will facilitate barrier-free learning and discussion.

Students with language impairments have often already experienced discrimination and marginalisation before their studies. They often avoid actively participating in conversations or discussions for fear of having negative experiences again. The most well-known speech impairment is stuttering, but illnesses, accidents or other impairments can also cause speech, voice or language disorders.

This is how you can provide support:

• Show patience and allow the student to speak without interruption.
• Do not complete words or sentences.
• Avoid well-intentioned but often inappropriate advice such as "Take a deep breath" or "Start again".
• Speak at your normal pace and tone of voice.
• Maintain natural eye contact during the conversation.
• Allow presentations to be read out or taken over by other group members during presentations.
• Disadvantage compensation should be considered for examinations.

These measures promote a respectful and supportive learning environment.

Dyslexia and dyscalculia are learning impairments that are based on neurobiological dysfunctions of the brain and are not related to intellectual performance. Nevertheless, affected students often experience prejudices that label them as "lazy" or "stupid".

Dyslexia (reading and spelling difficulties) leads to difficulties in processing, memorising and reproducing phonetic and written information. Those affected often read more slowly, make spelling mistakes, twist words or sentences and have problems structuring texts independently.

Dyscalculia (dyscalculia ) manifests itself in the incorrect perception, storage and reproduction of arithmetic operations. Although mathematical concepts are understood, they often cannot be reproduced correctly in writing.

This is how you can provide support:

• Provide documents such as lecture notes and slides well in advance so that students can prepare in good time.
• Ensure that presentations are clear, with high-contrast and legible text.
• Write down important information and technical terms clearly and legibly.
• Encourage students to use spelling programmes or correction aids from fellow students.

With these measures, you can promote a learning-friendly environment in which affected students can develop better.

People with physical disabilities often have limited mobility. Some use wheelchairs, walking aids or prostheses, while others manage their everyday lives without aids. Structural barriers such as a lack of door openers, defective lifts or inaccessible toilets make it difficult for them to access courses. Motor impairments can also make it considerably more difficult to take notes.

This is how you can help:

• Book accessible rooms (information from the Central Room Allocation Office).
• Provide height-adjustable tables and suitable seating.
• Announce literature and presentation topics well in advance , as procurement often requires more time.
• Share your documents (scripts, slides, etc.) in advance to make it easier or unnecessary to take notes.

These measures will make your everyday study life easier and ensure barrier-free access to education.