Hadjikakou, K., & Hartas, D. (2008). Higher education provision for students with disabilities in Cyprus . Higher Education , 55 (1), 103–119. https://doi.org/10.1007/s10734-007-9070-8

Journal Article

Hadjikakou, K., & Hartas, D. (2008). Higher education provision for students with disabilities in Cyprus. Higher Education, 55(1), 103–119. https://doi.org/10.1007/s10734-007-9070-8


International (non-U.S.); Learning disabilities; Physical disability; Postsecondary; Visual impairment (including blindness)





Experiences of postsecondary students with disabilities were investigated, including the use of support services to address students' needs. Additionally, the perspectives of students' tutors and postsecondary education institutions leaders were sought and described.


Data were collected from tertiary (postsecondary) students with disabilities (n = 10), their tutors (n = 4), and the Heads of ten Private Tertiary Education Institutions in Cyprus (n = 10). A wide range of disabilities, including two students with hearing problems, one with physical disabilities, two with dyslexia, one with epilepsy, one with multiple disabilities, two with visual impairment and one with long-term health problems participated in this study.

Dependent Variable

Semi-structured interviews and focus groups were used for data collection.


Six students stated that they were not allowed any extra time for assignments, two students said that occasionally extra time was given to them, with one student being allowed extra time frequently. All participants responded that braille tests or tests with enlarged font were not available for students with visual impairment; furthermore, students with severe hearing impairment were not provided with sign interpretation or lip-reading of the questions nor were they allowed to use loop systems. Likewise, students with visual impairments were not allowed to use magnifiers during the exams. Regarding students with dyslexia, the Heads in seven higher education institutions stated that extra time for assignment was provided on a regular basis, and alternative ways of presentation, e.g., oral rather than written, were allowed in accordance with the Pancyprian Association of Dyslexia. Limitations of the study were reported, and future research possibilities were suggested.