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Ein Projekt zur Verbesserung des Übergangs von Schule zu Universität für Menschen mit Behinderungen und chronischen Erkrankungen

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Transitioning from secondary school to university presents significant organizational, social, and institutional challenges for individuals with disabilities and chronic illnesses. The project report “come(pus) together” examines their educational circumstances and develops strategies to improve access to higher education and university preparation. The study focuses on an initiative at the University of Cologne designed to facilitate a more accessible transition through targeted guidance, information services, and institutional cooperation. It begins by examining the theoretical foundations of studying with disabilities and identifying barriers encountered in university environments. These include architectural obstacles, insufficient information, administrative difficulties, and challenges related to social integration. Particular attention is devoted to the importance of early academic orientation and individualized support during secondary education. An empirical investigation based on semi-structured interviews explores the experiences and expectations of eight university students and nine prospective students with disabilities or chronic illnesses. The findings reveal substantial needs for information, academic counseling, and practical assistance before enrollment and during the initial semesters. Participants particularly emphasize the benefits of a centralized university information day, continuous advisory services, and a permanent institutional contact point. The report also highlights cooperation between schools, universities, counseling institutions, and disability support organizations as an important requirement for successful educational participation. Early intervention and accessible support structures are identified as potential measures for reducing university dropout rates and changes of academic programs. The discussion concludes with recommendations for developing accessible university environments and strengthening equal educational opportunities. By combining theoretical analysis with empirical findings, the publication contributes to disability education research, higher education counseling, and the improvement of inclusive university practices.