Opening the door is not enough. It is necessary to ensure the opportunity to study, work, communicate, take part in decision-making and influence the environment. Inclusion does not mean creating separate conditions “for someone else”, but consciously taking the diversity of people into account.
Core principles
Dignity and autonomy. A person has the right to choose how to interact, to receive information without humiliation, and to make their own decisions.
Equal participation. It is important not only to invite a person to an event, but also to provide an accessible format of participation, a way to speak up and to obtain results.
Non-discrimination. Refusal of education, employment or a service must not be based on stereotypes about disability, age, service experience or other personal characteristics.
Reasonable accommodation. If the general environment does not meet an individual need, a justified additional way of ensuring participation must be considered.
Inclusion at the university
A university should be a place where people with different paths to education can study without unnecessary obstacles. For veterans, flexible schedules, consultations on the academic trajectory, accessible lecture rooms, alternative formats of materials and coordination with lecturers may be important. Support is determined through dialogue with the person, not through assumptions about their condition or experience.
Inclusive teams and employers
An accessible job vacancy is a clear description of requirements, fair selection, the possibility to report a need for adaptation of working conditions, and respect for confidentiality. An employer should assess professional competencies and not reduce a person to a medical diagnosis or status.
Communication ethics
We use the wording “person with a disability”, “person who uses a wheelchair”, “person with a hearing impairment” when it is genuinely important for the content. We do not use demeaning labels, excessive heroisation or stories without the consent of their participants.