Inclusive Learning
The university provides support for students with disabilities and special education needs (SEN) to ensure equal access to learning. The grant is called reasonable modifications (sometimes called “accommodations”). Reasonable modifications must be made to the tasks, environment, or standard procedure in order to guarantee that students with disabilities have an equal opportunity to participate in academic programs.
Who can access tailored support in higher education?
In the context of higher education, a student is considered to have a disability if they experience long-term physical, sensory, or speech-related impairments that may create barriers in academic settings. This also includes students with multiple co-occurring conditions (referred to as complex disabilities), as well as those who are on the autism spectrum or live with other neurodevelopmental or psychological conditions—such as significant learning difficulties, attention challenges, or behavior regulation differences.
This definition is based on Section 108, point 6 of Act CCIV of 2011 on National Higher Education (Nftv.).
We encourage all students who feel they may benefit from support to reach out—your experience matters and we’re here to help create a more inclusive academic environment.
What steps should I take to access support and what documents will I need?
According to Section 49 (8) of the National Higher Education Act and Sections 62-64 of Government Decree No. 87/2015 (IV. 9.), issued under Act CCIV of 2011, the certification of a disability can be carried out as follows:
- Expert opinion: Students or applicants with disabilities must provide an expert opinion verifying their condition, issued by authorities specified in the relevant regulation.
- Previous verification during secondary education:
a) If the student’s (or applicant’s) disability or special educational need already existed during their secondary education, it can be validated by an expert opinion issued by the county (or capital city) pedagogical service institutions and their member institutions acting as county expert committees.
b) If the student’s (or applicant’s) disability did not exist during their secondary education, the recently acquired disability can be certified by an expert opinion issued by the ELTE Gyakorló Országos Pedagógiai Szakszolgálat (ELTE National Pedagogical Professional Service, hereinafter ELTE GYOPSZ). - Certification for foreign applicants and students:
a) If the applicant is not a Hungarian national and does not have a place of residence or stay in Hungary, the disability may be proven by a certified translation of an expert opinion issued abroad. Corvinus University accepts non-certified translations in English and Hungarian languages.
b) Non-Hungarian students or those residing abroad, studying at the University under a cooperation agreement with Corvinus, must submit a copy of the original document issued by the sending university confirming the disability and listing the associated benefits. If the document is not in English, a certified translation into English or Hungarian must be provided. Certified translations into Hungarian are made by the Hungarian Office for Translation and Attestation, or by Hungarian diplomatic missions. Certified translations into English can be made by Hungarian diplomatic missions or by an authorized Hungarian or foreign notary public. - Acceptance of previous expert opinions: If the applicant does not have an expert opinion as defined by Section 63 of the National Higher Education Act’s Implementation Decree, previously issued final expert opinions from rehabilitation authorities may be accepted. These opinions must state the nature of the disability and/or provide the relevant ICD code and are only valid if no further review is mandated. If a review is required, the results must also be submitted.
- Grants and exemptions for foreign students:
After proving their disability, non-Hungarian students mentioned in Subsection (5) are entitled to receive grants according to the conditions specified in the cooperation agreement, or in its absence, in accordance with the present regulation and applicable legislation. - Requests for study exemptions:
Based on the expert opinion mentioned in Subsection (2), a student with a disability may request partial or total exemption from certain study obligations or examinations, or request to fulfil these obligations or assessments in an alternative manner due to their disability.
Important Notice: A summary extract of an expert opinion, a comprehensive expert opinion, a supplementary expert opinion, or certification from the issuing authority is not sufficient to prove disability, even if these documents formally comply with the requirements.
Similarly, a preliminary expert opinion cannot be accepted, as it only provides information on the possible content of the final expert opinion, which the parent or the adult student may still appeal.
Applicable benefits – Accommodations and Exemptions
According to Section 49 (8) of the Higher Education Act, students with disabilities may request the following benefits.
a) Allowing an oral exam in place of a written one, or vice versa,
b) Providing additional time (min. +30% – max. +50%) for preparation and responses beyond the standard time allocated to non-disabled students during exams,
c) The use of assistive devices and equipment appropriate to the student’s disability during their studies and exams,
d) Providing a peer-buddy, sign language interpreter, oral interpreter, or note-taker during the student’s studies and exams,
e) Ensuring the simultaneous transcription of spoken content during lectures and exams for clarity and comprehension, and enabling the use of audiovisual aids, braille, or magnification,
f) Minimizing the waiting time for exams, allowing longer exams to be held in multiple sessions, or providing breaks without leaving the exam room,
g) In oral exams, upon the student’s request, providing written versions of questions, clarifying expectations, and ensuring the precise formulation of questions and instructions,
h) Allowing individual exams,
i) Exemption from tasks requiring manual skills, provided that theoretical knowledge can still be assessed,
j) Partial or full exemption from practical requirements or allowing these to be fulfilled in an alternative format,
k) Exemption from certain parts or levels of language proficiency assessments.
When and how should I inform the University?
If you are not yet a registered student and have official documentation confirming your disability, we recommend that you let us know as early as possible by submitting the Q101 registration request in Neptun. At the same time, you can also submit the Q102 request, which allows you to apply for academic accommodations and exemptions.
Please note that the Q102 request will only be reviewed by the Disability Support Committee once your Q101 registration has been approved.
You can also request a one-on-one consultation, either before or after submitting your application – depending on the type of support or questions you have. The purpose of the consultation is to help ensure that every student – regardless of health condition or disability – has an equal opportunity to fully participate in university life and succeed in their studies. During the consultation, we provide personalised guidance on available support options, how the process works, and anything else that’s important to you.
If you have any questions or would like to book a consultation, please fill out the Consultation Request Form
What types of requests can I submit to the Disability Committee and what happens after I submit them?
If you are a student with special needs, you may be eligible for support. The Disability Committee (FoB) is responsible for reviewing the following types of student requests:
- Q101 – Registration Request for students with disabilities
- Q102 – Request for Adjustments or Exemptions for students with disabilities
- Q202 – Request related to a long-term health condition (not classified as a disability – no registration)
What should I know before submitting a request?
- All requests must be submitted through the university’s Neptun system.
- You can submit your request at any time during your Bachelor’s, Master’s, or PhD studies, as long as you are actively enrolled.
- If you are a new student with active status, please complete the Q101 registration form and attach your official medical/expert documentation confirming your disability.
- If you are a returning student already registered, and currently active, you only need to submit the Q102 form. This form is used to request academic adjustments or exemptions. Please include a detailed explanation of your needs and challenges.
- If you have a chronic condition that is not classified as a disability, you may submit the Q202 request. This requires a specialist’s medical opinion and a personal statement explaining how your condition impacts your studies.
- Every request must include a clear justification – for example, what makes attending classes or completing exams difficult. Medical documentation alone is not sufficient.
- At the end of each form, you will find guidelines about possible support measures, how they can be applied, and additional services available.
How are requests reviewed?
- Requests are reviewed during the academic term.
- The Disability Committee has 15 working days to review and respond to your submission in Neptun (this may be extended if needed).
- You will be notified of the decision via Neptun message or email. The official decision will appear in Neptun as a formal resolution.
- If your request is approved, the Disability Coordinator will issue a Documentation of Accessibility Support (DAS). This document helps you communicate and apply your approved adjustments with your instructors.
- After receiving the decision, we encourage you to discuss the outcome with your instructors so the approved measures can be smoothly integrated into your studies.
Please note:
- Registration is completely voluntary and can be withdrawn at any time without negative consequences.
- The fact that you have a disability or long-term condition will not appear on your diploma.
Consultation
Consultations are available to all students – whether you’re a bachelor’s, master’s, or Doctoral student – and are always tailored to your individual needs.
What happens during a consultation?
A consultation is an informal and confidential conversation, held either in person or online (via Teams). It’s a safe space where you can share your questions, concerns or experiences. Together, we’ll explore what kind of support you might need and help you navigate the registration process, required documents and available options – always with your unique situation in mind.
If you have any questions or would like to book a consultation, please fill out the Consultation Request Form
Common consultation topics include:
- Navigating the registration process and completing request forms
(Q101 – registration form, Q102 – request for academic accommodations) - Understanding and submitting medical documentation
(What should it include? How will the university evaluate it?) - Requesting academic and exam-related accommodations
(e.g. extra time, assistive tools, alternative assessments) - Support with communicating your needs to instructors
(What should you share? What are your rights?) - Managing academic challenges
(e.g. missed credits, course overload, planning a personalised study path) - Practical accessibility support
(e.g. campus access, online learning, technical assistance) - Referrals for mental health and emotional support
(e.g. counselling, university support services) - Questions about social support
(e.g. need-based allowances) - Self-advocacy and coping strategies
(How to express your needs and handle difficult situations)
Can I apply for academic accommodations if I have a chronic illness?
Yes. Our University provides support for students living with long-term health conditions or chronic illnesses that are not classified as disabilities (lasting more than one year). To request individual accommodations, you will need to submit the Q202 request form in Neptun, along with a medical certificate or specialist’s letter explaining your condition and needs.
You can also book an individual consultation, where we offer personalised guidance on the application process and explore what kind of academic support or adjustments may be available to you.
Common topics discussed during consultations include:
- how to fill out the Q202 form and what documents to attach
- understanding the medical documentation requirements
- possible academic accommodations (e.g. deadline extensions, rescheduled exams)
- how to communicate with instructors about your needs
- planning your studies to match your personal circumstances
- available mental health support and related services
You’re welcome to request a consultation either before or after submitting your Q202 form – depending on what kind of support you need.
To book an appointment, please complete the consultation request form.
Where can I get help if I need support for my health or learning needs?
For any questions regarding disabilities or chronic illnesses, the University’s Disability Coordinator is available. They can be reached at disability(at)uni-corvinus.hu.
Exchange Students
The enrollment process for exchange students differs slightly, as it is governed by the cooperation agreement between Corvinus and the sending university.
Steps for Exchange Students Requesting Accessibility Accommodations
Step 1: Submitting Documentation
Exchange students nominated by a partner university only need to upload or send the list of accessibility accommodations they received from their home university to the International Relations Coordinator of the Study Abroad Office, CEMS Programme Expert or Student Mobility Programme Coordinator. This document must be in English.
Important: If you are a freemover student, you must follow the full procedure for regular (full-time) students.
Step 2: Review by the Committee
The Disability Committee at Corvinus will review the submitted accommodation letter and determine which support measures (accommodations) the university can provide during your stay.
Step 3: Receiving the official decision about Documentation of Accommodation Support (DAS)
Based on the Committee’s decision, a DAS will be issued. This will be sent to you by your Study Abroad, Erasmus or CEMS programme coordinator.
Step 4: Sharing the DAS with Your Professors
Students are kindly requested to send their DAS document to the instructors of the relevant courses in writing, and initiate a discussion about the implementation of the approved accommodations within 15 days of receiving the document.
Relaxing Room for the university community
A comfortable Relaxing Room is available for members of the university community, especially for students with special needs. This space is suitable for short breaks, caring for young children, and the discreet and hygienic intake of medication.
📍 Location: Building E, 2nd floor, Room 240.1
🔑 Key Access: The key can be picked up and must be returned to the internal reception desk on the Danube side.
What is the Relaxing Room for?
This room is particularly useful for:
- Students with disabilities
- Individuals with chronic illnesses
- Parents with young children
- Mother-to-be
How to Access the Room?
- Advance Booking: Please send an email to disability(at)uni-corvinus.hu.
- In Urgent Cases: You can request assistance directly at the internal reception desk.
Important Information:
- There is an occupancy indicator sign on the door. Please use it to show whether the room is occupied or free.
- When leaving the room, set the indicator to “Free” so others know the room is available.
This peaceful, safe space is here to support your comfort and well-being. Feel free to use it!
Disability Support Coordinator
The Disability Support Coordinator helps ensure that students with special needs can fully participate in university life, based on their individual circumstances and needs. They provide guidance on available support options, explain the application process, discuss possible accommodations with students, and connect them with relevant services such as psychological counselling, career guidance or learning support. The goal is to help each student build on their strengths and succeed in their studies within a safe and supportive environment.
The Coordinator’s role in supporting students
- Connecting students with the support services they need to ensure equal access to educational opportunities and resources (e.g. the University Library)
- Meeting with students to understand their individual needs, challenges, and academic goals
- Reviewing medical or psychological documentation to determine whether the student is eligible for support services
- Conducting comprehensive needs assessments to identify appropriate accommodations and forms of academic support for each student
- Referring students to services that support their emotional well-being
What is Peer Buddy Assistance?
Peer-buddy assistance is an essential part of university disability support, providing structured assistance for students with special needs. In this program, students with special needs identify and select peer buddies from their own classes.
How peer-buddies can help?:
- Peer buddies introduce students with disabilities to social circles, clubs, and day-to-day activities, such as attending classes together and navigating online learning platforms, helping them integrate into campus life.
- By familiarizing students with campus layouts, including accessible facilities, peer buddies make it easier for students to navigate their environment independently.
- Regular interactions with a peer buddy can reduce feelings of loneliness and isolation, fostering a sense of belonging and community.
- They offer support with note-taking, comprehension of lecture materials, and exam preparation to ensure disabilities do not hinder academic performance. They also assist students in accessing tutoring services, library resources, and other academic supports on campus.
- Peer buddies share strategies for balancing academic and personal life, managing stress, and coping with the challenges of university life.
- They encourage students to advocate for their needs, understand their rights, and access available support systems effectively.
Benefits of Peer-Buddy Assistance:
For Students with Disabilities:
- Enhanced academic performance and retention.
- Improved mental health and reduced anxiety.
- Increased independence and confidence in navigating university life.
For Peer-buddies:
- Development of empathy, leadership, and interpersonal skills.
- Increased understanding of disabilities and inclusivity.
- Personal growth through meaningful relationships and community involvement.