Széchenyi 2020
Budapesti Corvinus Egyetem ×

FAQs

Frequently Asked Questions (FAQs) about: 
… our Cumpus
… general
… registration
… accomodations and services 

Most of the buildings and facilities at Corvinus are accessible. You can find information for the location of accessible entrances to Budapest campus buildings here and Székesfehérvár campus buildings here.  
Adisability is any condition that makes it more difficult for a person to docertain activities or interact with the world around them. These conditions may be mental or physical impairment or a combination of multiple factors which substantially limits one or more major life activities. We have to approach disability as an interaction rather than an attribute of a person. Impairments causing disability may be present from birth or occur during a person’s lifetime. This applies to students living with an impairment which could be an obstacle on their progress.

 
Student Support Services (SSS) is a group of Corvinus University located in E. Building. 
Disability Services Consultant (DSC) workswith students with impairments of:
  • Hearing 
  • Visual
  • Mobility  
  • Learning
  • Attention Deficit/Hyperactivity Disorder
  • Psychological
  • Autism
  • Temporary injuries
 An accommodation provides an equity opportunity to the students with disabilities by changing a practice or the way things are routinely done. 
  • materials in alternative formats 
  • sign language interpreters 
  • assistive listening devices   
Contact Disability Services Consultant (DSC) of Student Support Services (SSS) and proceed with the following registration process:
  • submit the documentation of the disability
  • schedule an appointment for individual consultation 
  • complete the registration form with your personal data
  • discuss the reasonable accomodations and services
Digital accessibility is the practice of making digital documents, web and mobile apps accessible to everyone, including people with disabilities. This might include features such as videos captioning, images that include “alt text” , keyboard’s navigable websites, screen readers, etc.   
Student Support Services (SSS) is not a participant in the admission process. We are here to help you in coping with the challenges of university life in order to achieve a more balanced and happier student life. We are glad to support you in your professional life with career coaching therefore you can make more conscious desisions and leverage your skills and strength. We aim to create inspiring atmosphere by our programs promoting learning support and mental health. Furthermore to offer opportunities for finding a community you can belong to. 

All applicants must be “otherwise qualified” to attend Corvinus and must meet the same admissions standards, regardless of disability.  
If you thing may have a disability should contact Disability Services Consultant (DSC) of SSS to discuss the situation. DSC can provide information and referrals to help you.
If you need temporary assistance you should contact DSC to discusswhat accomodation may be available.   
Attention deficit hyperactivity disorder (ADHD) is a complex neurodevelopmental disorder that can affect a student’s success at school, as well as their relationships. Furthermore can cause above-normal levels of hyperactive and impulsive behaviors. People with ADHD may also have trouble focusing their attention on a single task or sitting still for long periods of time.

ADHD general symptoms:
  • having trouble focusing or concentrating on tasks
  • lost interest which cause unfinished tasks
  • being easily distracted
  • having trouble following instructions
  • having difficulty sitting still
  • interrupting people while they’re talking
  • trouble waiting their turn
  • having trouble keeping track of tasks and activities
Therapeutic ADHD treatments:
  • Psychotherapy – Exploring behavior patterns and learning how to make good choices in the future
  • Behavior therapy – Monitoring own behavior and developing strategies to certain situations for suitable behaviors
  • Social skills training – Learning to work with peers and others
  • Support groups – Developing and sharing similar experiences and concerns
  • Immediate rewards – Using an immediate reward system for good work
  • Striving for success – Giving the chance to find success in different situations
  • Stress management – Finding ways to manage stress such as meditation, relaxation technics or exercises       
Asperger’s syndrome (AS) is a type of autism spectrum disorder (ASD) that affects social interactions and speech difficulties. AS affects often more males than females. Teaching strategies can enhance the quality of life of a person with AS. The characteristics below can lead to anxiety and confusion for a student with AS.

General symptoms:
  • Obsessive interests – Becoming an expert in a single object or topic
  • Having rules and rituals – Reducing confusion methodically. A surprise change in routine can sometimes cause upset or anxiety
  • Delaying in motor coordination development – Carrying out detailed tasks
  • Lack of imagination – Avoiding alternative outcomes to situations. Providing topics based on logic, memory, and systems
  • Sensory difficulties – Finding hard to know how close to stand to another person while conversing
  • Social isolation – Seems uninterested in other people and appear distant or aloof
Social symptoms:
  • Showing few facial expressions
  • Having hard time “reading” other people
  • Seems insensitive to others’ feelings
  • Having difficulty understanding humor
  • Lack of eye contact
  • Social isolation – Making and keeping friends may be challenging
Communication symptoms:
  • Exceptional verbal skills
  • Below-average nonverbal skills
  • Formal /repetitive speech – lack of rhythm or intonation, monotonous, unusually slow or fast, or the volume may be inappropriate
  • Talking only about the singular interest
Alternative therapies & Treatments:
  • Leading better understanding to access appropriate support
  • Learning strategies to read and respond to social cues
  • Reducing the risk of social isolation – How to start and maintain a conversation
  • Accepting their behavior for a better social outcome – How to control emotions and decrease obsessive interests and repetitive routines
  • Receiving educational support – How to organize notes, manage homework goals, address any specific learning needs
  • Increasing personal alternative therapies such as music, sensory integration and other support networks
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