Tailored Amenities and Teaching Methodologies to Better Cater for Disability at EM Strasbourg Business School

What amenities have you put in place to cater for people with disabilities?

The type of support we provide depends on individual situations. For example, we accommodated one student's curriculum needs by allowing him to undertake a work-study programme in place of the mandatory year in a foreign partner university. We also provide additional time opportunities during exams while making available note-taking assistance in close collaboration with Strasbourg University's Disability Project team.

How have the students and staff at EM Strasbourg Business School been sensitised to disability issues?

We mainly come forward during the Diversity Day organised by the School, which is a one-day event entirely dedicated to information-sharing and debates on the issue (cultural, sexual, ethnic diversity, etc.). Last year, the workshops related to disability issues focused on stereotypes, the rationale being to have students come to grips with the most widespread stereotypes pertaining to disabilities. Sensitising students also forms an integral part of teaching, notably in Human Resources Management courses. One specificity of EM Strasbourg Business School, however, is that disability issues constitute a research area of their own so that students consistently benefit from highly specialised knowledge input. Such bodies of knowledge naturally flow into the teaching. Finally, students themselves can take ownership of our sensitisation programme, notably through the Diversity Student Club (BDD). In fact, five of our students won the 2013 Prize for the Best Diversity Initiative awarded by the Tremplin Association.

What do disabled students think about the action plan implemented by EM Strasbourg Business School?

They generally appreciate the care provided and the joint support offered by the School and Strasbourg University's Diversity Project Unit (customised orientation, specific assistance and follow-up, human and technical facilities, appropriate arrangements for exams, etc.).

Have you identified some areas for improvement in your diversity programme?
In some cases, it may happen that assistance is provided too far down a student's educational path. This is why we must forge links with secondary education institutes. Such mechanisms can only be developed over time. I am also eager to enhance the role played by students in shaping the School's diversity policy by strengthening the links with the Diversity Student Club.