ZUT - Polska Rama Kwalifikacji / Rok 2025/2026 / Wydział Ekonomiczny / Economics (S1) / Sylabus przedmiotu

Wydział Ekonomiczny - Economics (S1)

Sylabus przedmiotu Social aspects of accessibility:

Informacje podstawowe

Kierunek studiów	Economics
Forma studiów	studia stacjonarne	Poziom	pierwszego stopnia
Tytuł zawodowy absolwenta	licencjat
Obszary studiów	charakterystyki PRK
Profil	ogólnoakademicki
Moduł	—
Przedmiot	Social aspects of accessibility
Specjalność	przedmiot wspólny
Jednostka prowadząca	Studium Nauk Humanistycznych i Społecznych
Nauczyciel odpowiedzialny	Dariusz Zienkiewicz <Dariusz.Zienkiewicz@zut.edu.pl>
Inni nauczyciele	Anna Sammel <Anna.Sammel@zut.edu.pl>, Katarzyna Szymańska <Katarzyna_Szymanska@zut.edu.pl>, Dariusz Zienkiewicz <Dariusz.Zienkiewicz@zut.edu.pl>
ECTS (planowane)	2,0	ECTS (formy)	2,0
Forma zaliczenia	zaliczenie	Język	angielski
Blok obieralny	2	Grupa obieralna	5

Formy dydaktyczne

Forma dydaktyczna	KOD	Semestr	Godziny	ECTS	Waga	Zaliczenie
ćwiczenia audytoryjne	A	4	25	2,0	1,00	zaliczenie

Wymagania wstępne

KOD	Wymaganie wstępne
W-1	no requirements

Cele przedmiotu

KOD	Cel modułu/przedmiotu
C-1	The aim of the course is to familiarize students with the basic problems, possibilities and legal requirements in the field of expanding architectural, digital and information and communication accessibility for people with disabilities.

Treści programowe z podziałem na formy zajęć

KOD	Treść programowa	Godziny
ćwiczenia audytoryjne
T-A-1	Basic concepts and definitions concerning people with disabilities in a historical and contemporary perspective (including types, classification and causes of disability). Needs of people with disabilities in terms of accessibility enabling them to fulfil social roles and facilitating full participation in, among others, education, social, professional and sports and recreational life.	2
T-A-2	Demographic determinants of accessibility (senior policy, socio-cultural expectations and reducing inequalities in terms of meeting the needs of older people).	2
T-A-3	Legal bases for ensuring accessibility for people with special needs (including the Act on ensuring accessibility for people with special needs (Journal of Laws of 5 September 2019, item 1696, 19 July 2019), the Act on the digital accessibility of websites and mobile applications of public entities (Journal of Laws of 8 May 2019, item 848, 4 April 2019), the Convention on the Rights of Persons with Disabilities, UN General Assembly Resolution A/RES/61/106 of 13 December 2006, the European Accessibility Act (EAA) - Directive (EU) 2019/882 of the European Parliament and of the Council of 17 April 2019 on the accessibility requirements for products and services).	2
T-A-4	Simulation of barriers related to selected aspects of disability – classes at the Symulatorium ZUT.	4
T-A-5	The concept of Universal Design and its importance in shaping the concept of functionality and accessibility of the environment for all its users. Principles of Universal Design and examples of good practices.	2
T-A-6	Fundamentals of digital accessibility (structure and operation of a website and mobile application, principles of creating and publishing documents, assistive technologies, use of artificial intelligence).	2
T-A-7	Fundamentals of information and communication accessibility (principles of information and communication accessibility, alternative forms of communication and methods and devices for ensuring it, organizational measures improving information and communication accessibility, basics of communication in sign language, communication with visually impaired and blind people).	2
T-A-8	Accessibility management in the institution (accessibility coordinator, tasks, responsibilities and rights (preparation of reports, monitoring and creation of accessibility declarations/accessibility improvement plan, employee education), certification of the accessibility assurance system).	2
T-A-9	Activation programmes for people with disabilities aimed at their association and full participation in various aspects of social life (examples of programmes and entities, organisations and associations acting for and on behalf of people with disabilities).	2
T-A-10	Student projects presentation. Passing a written test.	5
		25

Obciążenie pracą studenta - formy aktywności

KOD	Forma aktywności	Godziny
ćwiczenia audytoryjne
A-A-1	participation in classes	25
A-A-2	consultations	2
A-A-3	preparation for exam	8
A-A-4	project preparation	15
		50

Metody nauczania / narzędzia dydaktyczne

KOD	Metoda nauczania / narzędzie dydaktyczne
M-1	Feeding methods - informative lecture Problem-based methods - problem-based and conversational lecture Activating methods - case method, situational method, didactic discussion Expository methods - film, presentation combined with experience Practical methods - presentation, simulation

Sposoby oceny

KOD	Sposób oceny
S-1	Ocena podsumowująca: Written test
S-2	Ocena formująca: Students projects preparation and presentation

Zamierzone efekty uczenia się - wiedza

Zamierzone efekty uczenia się	Odniesienie do efektów kształcenia dla kierunku studiów	Odniesienie do efektów zdefiniowanych dla obszaru kształcenia	Cel przedmiotu	Treści programowe	Metody nauczania	Sposób oceny
Ec_1A_O11/4.6_W01 The student has knowledge of the needs, possibilities and obligations of improving the accessibility and adaptation of the environment and public space for people with disabilities in order to enable them to fulfil social roles and facilitate full participation in, among others, education, social, professional and sports and recreational life.	Ec_1A_W07	—	C-1	T-A-1, T-A-2, T-A-3, T-A-4, T-A-5, T-A-6, T-A-7, T-A-8	M-1	S-1, S-2

Zamierzone efekty uczenia się - umiejętności

Zamierzone efekty uczenia się	Odniesienie do efektów kształcenia dla kierunku studiów	Odniesienie do efektów zdefiniowanych dla obszaru kształcenia	Cel przedmiotu	Treści programowe	Metody nauczania	Sposób oceny
Ec_1A_O11/4.6_U01 The student identifies, describes and analyses barriers that impairs functioning of people with disabilities in the field of universal design and digital and information and communication accessibility in a selected area of public space and presents real directions for their improvement (e.g. city/village/selected institution, etc.).	Ec_1A_U03	—	C-1	T-A-1, T-A-2, T-A-5, T-A-6, T-A-7	M-1	S-1, S-2

Zamierzone efekty uczenia się - inne kompetencje społeczne i personalne

Zamierzone efekty uczenia się	Odniesienie do efektów kształcenia dla kierunku studiów	Odniesienie do efektów zdefiniowanych dla obszaru kształcenia	Cel przedmiotu	Treści programowe	Metody nauczania	Sposób oceny
Ec_1A_O11/4.6_K01 The student is ready to take action to improve accessibility and adaptation of the environment and public space to the needs of people with disabilities. The student is ready to counteract discrimination and exclusion of people with disabilities.	Ec_1A_K01, Ec_1A_K05, Ec_1A_K02	—	C-1	T-A-1, T-A-2, T-A-3, T-A-4, T-A-5, T-A-6, T-A-8, T-A-9	M-1	S-1, S-2

Kryterium oceny - wiedza

Efekt uczenia się	Ocena	Kryterium oceny
Ec_1A_O11/4.6_W01 The student has knowledge of the needs, possibilities and obligations of improving the accessibility and adaptation of the environment and public space for people with disabilities in order to enable them to fulfil social roles and facilitate full participation in, among others, education, social, professional and sports and recreational life.	2,0	The student does not know the legal basis or selected problems of people with disabilities resulting from their limited access to the environment and public space.
	3,0	The student knows the legal basis and selected problems of people with disabilities resulting from their limited access to the environment and public space.
	3,5	The student knows and understands the legal basis and selected problems of people with disabilities resulting from their limited access to the environment and public space.
	4,0	The student knows and understands the legal basis and selected problems of people with disabilities resulting from their limited access to the environment and public space. The student has basic knowledge about the possibilities of improving accessibility and adapting space to the needs of people with disabilities
	4,5	The student knows and understands the legal basis and selected problems of people with disabilities resulting from their limited access to the environment and public space. The student has knowledge about the possibilities of improving accessibility and adapting space to the needs of people with disabilities
	5,0	The student knows and understands the legal basis and selected problems of people with disabilities resulting from their limited access to the environment and public space. The student has in-depth knowledge about the possibilities of improving accessibility and adapting space to the needs of people with disabilities

Kryterium oceny - umiejętności

Efekt uczenia się	Ocena	Kryterium oceny
Ec_1A_O11/4.6_U01 The student identifies, describes and analyses barriers that impairs functioning of people with disabilities in the field of universal design and digital and information and communication accessibility in a selected area of public space and presents real directions for their improvement (e.g. city/village/selected institution, etc.).	2,0	The student does not indicate, describe or analyse examples of good practices or barriers hindering accessibility in a selected area of public space.
	3,0	At a basic level, the student identifies, describes and analyses examples of good practices or barriers that hinder accessibility in a selected area of public space.
	3,5	The student indicates, describes and analyses examples of good practices or barriers hindering accessibility in a selected area of public space.
	4,0	The student indicates, describes and analyses examples of good practices or barriers that impede accessibility in a selected area of public space. Is able to assess accessibility conditions.
	4,5	The student identifies, describes and analyses examples of good practices or barriers that impede accessibility in a selected area of public space. He/she is able to assess the conditions of accessibility and revise them.
	5,0	The student indicates, describes and analyses examples of good practices or barriers that impede accessibility in a selected area of public space. He is able to assess the conditions of accessibility and make a real revision of them.

Kryterium oceny - inne kompetencje społeczne i personalne

Efekt uczenia się	Ocena	Kryterium oceny
Ec_1A_O11/4.6_K01 The student is ready to take action to improve accessibility and adaptation of the environment and public space to the needs of people with disabilities. The student is ready to counteract discrimination and exclusion of people with disabilities.	2,0	The student is not ready to take active steps to improve the accessibility and adaptation of the environment and public space for people with disabilities.
	3,0	The student is ready at a basic level to take actions aimed at improving the accessibility and adaptation of the environment and public space for people with disabilities.
	3,5	The student is ready to take action to improve the accessibility and adaptation of the environment and public space for people with disabilities.
	4,0	The student is ready to take active steps to improve the accessibility and adaptation of the environment and public space for people with disabilities.
	4,5	The student demonstrates a high level of readiness to take active steps to improve the accessibility and adaptation of the environment and public space for people with disabilities.
	5,0	The student demonstrates a very high readiness to take active steps to improve the accessibility and adaptation of the environment and public space for people with disabilities.

Literatura podstawowa

Sasha Costanza-Chock, Design Justice: Community-Led Practices to Build the Worlds We Need, MIT Press, 2020, Open Access https://direct.mit.edu/books/oa-monograph/4605/Design-JusticeCommunity-Led-Practices-to-Build-the
Tobiasz-Adamczyk B., Wybrane aspekty niepełnosprawności z perspektywy uczelni, Wydawnictwo Uniwersytetu Jagiellońskiego, Kraków, 2023
Europejski Akt o Dostępności (EAA), Dyrektywa Parlamentu Europejskiego i Rady (UE) 2019/882 z dnia 17 kwietnia 2019 r. w sprawie wymogów dostępności produktów i usług, 2019
Benek I., Labus A., Kampka M. (red.), Wytyczne w zakresie projektowania uniwersalnego mając na uwadze potrzeby osób niepełnosprawnych – ekspertyza wykonana na zlecenie Ministerstwa Infrastruktury i Budownictwa, Fundacja Laboratorium Architektury 60+, Warszawa, 2016
Konwencja o prawach osób niepełnosprawnych, Rezolucja Zgromadzenia Ogólnego ONZ A/RES/61/106 z dnia 13 grudnia 2006, 2006
Ustawa o zapewnianiu dostępności osobom ze szczególnymi potrzebami (Dz. U. z dnia 5 września 2019 poz. 1696, 19 lipca 2019), 2019
Ustawa o dostępności cyfrowej stron internetowych i aplikacji mobilnych podmiotów publicznych (Dz. U. z dnia 8 maja 2019 poz. 848, 4 kwietnia 2019), 2019
Błaszak M., Przybylski Ł., Rzeczy są dla ludzi. Niepełnosprawność i idea uniwersalnego projektowania., Wydawnictwo Naukowe Scholar, Warszawa, 2010
Cohen, J., Praktyczny poradnik savoir-vivre wobec osób niepełnosprawnych, Biuro Pełnomocnika Rządu do Spraw Osób Niepełnosprawnych, Warszawa, 2013

Literatura dodatkowa

Rozporządzenie Komisji (UE) NR 1300/2014 z dnia 18 listopada 2014 r. w sprawie technicznych specyfikacji interoperacyjności odnoszących się do dostępności systemu kolei Unii dla osób niepełnosprawnych i osób o ograniczonej możliwości poruszania się, Dzienniki Unii Europejskiej Seria L Nr 356 z 12 grudnia 2014, 2014
Ostrowska, A., Niepełnosprawni w społeczeństwie 1993-2013, Wydawnictwo Instytutu Filozofii i Socjologii PAN, Warszawa, 2015

Treści programowe - ćwiczenia audytoryjne

KOD	Treść programowa	Godziny
T-A-1	Basic concepts and definitions concerning people with disabilities in a historical and contemporary perspective (including types, classification and causes of disability). Needs of people with disabilities in terms of accessibility enabling them to fulfil social roles and facilitating full participation in, among others, education, social, professional and sports and recreational life.	2
T-A-2	Demographic determinants of accessibility (senior policy, socio-cultural expectations and reducing inequalities in terms of meeting the needs of older people).	2
T-A-3	Legal bases for ensuring accessibility for people with special needs (including the Act on ensuring accessibility for people with special needs (Journal of Laws of 5 September 2019, item 1696, 19 July 2019), the Act on the digital accessibility of websites and mobile applications of public entities (Journal of Laws of 8 May 2019, item 848, 4 April 2019), the Convention on the Rights of Persons with Disabilities, UN General Assembly Resolution A/RES/61/106 of 13 December 2006, the European Accessibility Act (EAA) - Directive (EU) 2019/882 of the European Parliament and of the Council of 17 April 2019 on the accessibility requirements for products and services).	2
T-A-4	Simulation of barriers related to selected aspects of disability – classes at the Symulatorium ZUT.	4
T-A-5	The concept of Universal Design and its importance in shaping the concept of functionality and accessibility of the environment for all its users. Principles of Universal Design and examples of good practices.	2
T-A-6	Fundamentals of digital accessibility (structure and operation of a website and mobile application, principles of creating and publishing documents, assistive technologies, use of artificial intelligence).	2
T-A-7	Fundamentals of information and communication accessibility (principles of information and communication accessibility, alternative forms of communication and methods and devices for ensuring it, organizational measures improving information and communication accessibility, basics of communication in sign language, communication with visually impaired and blind people).	2
T-A-8	Accessibility management in the institution (accessibility coordinator, tasks, responsibilities and rights (preparation of reports, monitoring and creation of accessibility declarations/accessibility improvement plan, employee education), certification of the accessibility assurance system).	2
T-A-9	Activation programmes for people with disabilities aimed at their association and full participation in various aspects of social life (examples of programmes and entities, organisations and associations acting for and on behalf of people with disabilities).	2
T-A-10	Student projects presentation. Passing a written test.	5
		25

Formy aktywności - ćwiczenia audytoryjne

KOD	Forma aktywności	Godziny
A-A-1	participation in classes	25
A-A-2	consultations	2
A-A-3	preparation for exam	8
A-A-4	project preparation	15
		50

(*) 1 punkt ECTS, odpowiada około 30 godzinom aktywności studenta

Pole	KOD	Znaczenie kodu
Zamierzone efekty uczenia się	Ec_1A_O11/4.6_W01	The student has knowledge of the needs, possibilities and obligations of improving the accessibility and adaptation of the environment and public space for people with disabilities in order to enable them to fulfil social roles and facilitate full participation in, among others, education, social, professional and sports and recreational life.
Odniesienie do efektów kształcenia dla kierunku studiów	Ec_1A_W07	He / she knows and understands the fundamental economic and social dilemmas of modern civilisation, including the economy
Cel przedmiotu	C-1	The aim of the course is to familiarize students with the basic problems, possibilities and legal requirements in the field of expanding architectural, digital and information and communication accessibility for people with disabilities.
Treści programowe	T-A-1	Basic concepts and definitions concerning people with disabilities in a historical and contemporary perspective (including types, classification and causes of disability). Needs of people with disabilities in terms of accessibility enabling them to fulfil social roles and facilitating full participation in, among others, education, social, professional and sports and recreational life.
	T-A-2	Demographic determinants of accessibility (senior policy, socio-cultural expectations and reducing inequalities in terms of meeting the needs of older people).
	T-A-3	Legal bases for ensuring accessibility for people with special needs (including the Act on ensuring accessibility for people with special needs (Journal of Laws of 5 September 2019, item 1696, 19 July 2019), the Act on the digital accessibility of websites and mobile applications of public entities (Journal of Laws of 8 May 2019, item 848, 4 April 2019), the Convention on the Rights of Persons with Disabilities, UN General Assembly Resolution A/RES/61/106 of 13 December 2006, the European Accessibility Act (EAA) - Directive (EU) 2019/882 of the European Parliament and of the Council of 17 April 2019 on the accessibility requirements for products and services).
	T-A-4	Simulation of barriers related to selected aspects of disability – classes at the Symulatorium ZUT.
	T-A-5	The concept of Universal Design and its importance in shaping the concept of functionality and accessibility of the environment for all its users. Principles of Universal Design and examples of good practices.
	T-A-6	Fundamentals of digital accessibility (structure and operation of a website and mobile application, principles of creating and publishing documents, assistive technologies, use of artificial intelligence).
	T-A-7	Fundamentals of information and communication accessibility (principles of information and communication accessibility, alternative forms of communication and methods and devices for ensuring it, organizational measures improving information and communication accessibility, basics of communication in sign language, communication with visually impaired and blind people).
	T-A-8	Accessibility management in the institution (accessibility coordinator, tasks, responsibilities and rights (preparation of reports, monitoring and creation of accessibility declarations/accessibility improvement plan, employee education), certification of the accessibility assurance system).
Metody nauczania	M-1	Feeding methods - informative lecture Problem-based methods - problem-based and conversational lecture Activating methods - case method, situational method, didactic discussion Expository methods - film, presentation combined with experience Practical methods - presentation, simulation
Sposób oceny	S-1	Ocena podsumowująca: Written test
Sposób oceny	S-2	Ocena formująca: Students projects preparation and presentation
Kryteria oceny	Ocena	Kryterium oceny
	2,0	The student does not know the legal basis or selected problems of people with disabilities resulting from their limited access to the environment and public space.
	3,0	The student knows the legal basis and selected problems of people with disabilities resulting from their limited access to the environment and public space.
	3,5	The student knows and understands the legal basis and selected problems of people with disabilities resulting from their limited access to the environment and public space.
	4,0	The student knows and understands the legal basis and selected problems of people with disabilities resulting from their limited access to the environment and public space. The student has basic knowledge about the possibilities of improving accessibility and adapting space to the needs of people with disabilities
	4,5	The student knows and understands the legal basis and selected problems of people with disabilities resulting from their limited access to the environment and public space. The student has knowledge about the possibilities of improving accessibility and adapting space to the needs of people with disabilities
	5,0	The student knows and understands the legal basis and selected problems of people with disabilities resulting from their limited access to the environment and public space. The student has in-depth knowledge about the possibilities of improving accessibility and adapting space to the needs of people with disabilities

Pole	KOD	Znaczenie kodu
Zamierzone efekty uczenia się	Ec_1A_O11/4.6_U01	The student identifies, describes and analyses barriers that impairs functioning of people with disabilities in the field of universal design and digital and information and communication accessibility in a selected area of public space and presents real directions for their improvement (e.g. city/village/selected institution, etc.).
Odniesienie do efektów kształcenia dla kierunku studiów	Ec_1A_U03	He / she is able to solve tasks and problems in conditions that are not fully predictable, properly selecting sources and information from them, making their evaluation, making a critical analysis of them and synthesising them
Cel przedmiotu	C-1	The aim of the course is to familiarize students with the basic problems, possibilities and legal requirements in the field of expanding architectural, digital and information and communication accessibility for people with disabilities.
Treści programowe	T-A-1	Basic concepts and definitions concerning people with disabilities in a historical and contemporary perspective (including types, classification and causes of disability). Needs of people with disabilities in terms of accessibility enabling them to fulfil social roles and facilitating full participation in, among others, education, social, professional and sports and recreational life.
	T-A-2	Demographic determinants of accessibility (senior policy, socio-cultural expectations and reducing inequalities in terms of meeting the needs of older people).
	T-A-5	The concept of Universal Design and its importance in shaping the concept of functionality and accessibility of the environment for all its users. Principles of Universal Design and examples of good practices.
	T-A-6	Fundamentals of digital accessibility (structure and operation of a website and mobile application, principles of creating and publishing documents, assistive technologies, use of artificial intelligence).
	T-A-7	Fundamentals of information and communication accessibility (principles of information and communication accessibility, alternative forms of communication and methods and devices for ensuring it, organizational measures improving information and communication accessibility, basics of communication in sign language, communication with visually impaired and blind people).
Metody nauczania	M-1	Feeding methods - informative lecture Problem-based methods - problem-based and conversational lecture Activating methods - case method, situational method, didactic discussion Expository methods - film, presentation combined with experience Practical methods - presentation, simulation
Sposób oceny	S-1	Ocena podsumowująca: Written test
Sposób oceny	S-2	Ocena formująca: Students projects preparation and presentation
Kryteria oceny	Ocena	Kryterium oceny
	2,0	The student does not indicate, describe or analyse examples of good practices or barriers hindering accessibility in a selected area of public space.
	3,0	At a basic level, the student identifies, describes and analyses examples of good practices or barriers that hinder accessibility in a selected area of public space.
	3,5	The student indicates, describes and analyses examples of good practices or barriers hindering accessibility in a selected area of public space.
	4,0	The student indicates, describes and analyses examples of good practices or barriers that impede accessibility in a selected area of public space. Is able to assess accessibility conditions.
	4,5	The student identifies, describes and analyses examples of good practices or barriers that impede accessibility in a selected area of public space. He/she is able to assess the conditions of accessibility and revise them.
	5,0	The student indicates, describes and analyses examples of good practices or barriers that impede accessibility in a selected area of public space. He is able to assess the conditions of accessibility and make a real revision of them.

Pole	KOD	Znaczenie kodu
Zamierzone efekty uczenia się	Ec_1A_O11/4.6_K01	The student is ready to take action to improve accessibility and adaptation of the environment and public space to the needs of people with disabilities. The student is ready to counteract discrimination and exclusion of people with disabilities.
Odniesienie do efektów kształcenia dla kierunku studiów	Ec_1A_K01	He / she is ready to critically assess the possessed knowledge, skills and received content, to recognise the importance of knowledge in solving cognitive and practical problems, and is aware of the need to consult experts in case of difficulties with solving the problem on his / her own
	Ec_1A_K05	He / she is ready to show openness to the world and understanding for different cultures
	Ec_1A_K02	He / she is ready to fulfil social obligations, co-organise projects for the social environment, as well as initiate activities for the public interest
Cel przedmiotu	C-1	The aim of the course is to familiarize students with the basic problems, possibilities and legal requirements in the field of expanding architectural, digital and information and communication accessibility for people with disabilities.
Treści programowe	T-A-1	Basic concepts and definitions concerning people with disabilities in a historical and contemporary perspective (including types, classification and causes of disability). Needs of people with disabilities in terms of accessibility enabling them to fulfil social roles and facilitating full participation in, among others, education, social, professional and sports and recreational life.
	T-A-2	Demographic determinants of accessibility (senior policy, socio-cultural expectations and reducing inequalities in terms of meeting the needs of older people).
	T-A-3	Legal bases for ensuring accessibility for people with special needs (including the Act on ensuring accessibility for people with special needs (Journal of Laws of 5 September 2019, item 1696, 19 July 2019), the Act on the digital accessibility of websites and mobile applications of public entities (Journal of Laws of 8 May 2019, item 848, 4 April 2019), the Convention on the Rights of Persons with Disabilities, UN General Assembly Resolution A/RES/61/106 of 13 December 2006, the European Accessibility Act (EAA) - Directive (EU) 2019/882 of the European Parliament and of the Council of 17 April 2019 on the accessibility requirements for products and services).
	T-A-4	Simulation of barriers related to selected aspects of disability – classes at the Symulatorium ZUT.
	T-A-5	The concept of Universal Design and its importance in shaping the concept of functionality and accessibility of the environment for all its users. Principles of Universal Design and examples of good practices.
	T-A-6	Fundamentals of digital accessibility (structure and operation of a website and mobile application, principles of creating and publishing documents, assistive technologies, use of artificial intelligence).
	T-A-8	Accessibility management in the institution (accessibility coordinator, tasks, responsibilities and rights (preparation of reports, monitoring and creation of accessibility declarations/accessibility improvement plan, employee education), certification of the accessibility assurance system).
	T-A-9	Activation programmes for people with disabilities aimed at their association and full participation in various aspects of social life (examples of programmes and entities, organisations and associations acting for and on behalf of people with disabilities).
Metody nauczania	M-1	Feeding methods - informative lecture Problem-based methods - problem-based and conversational lecture Activating methods - case method, situational method, didactic discussion Expository methods - film, presentation combined with experience Practical methods - presentation, simulation
Sposób oceny	S-1	Ocena podsumowująca: Written test
Sposób oceny	S-2	Ocena formująca: Students projects preparation and presentation
Kryteria oceny	Ocena	Kryterium oceny
	2,0	The student is not ready to take active steps to improve the accessibility and adaptation of the environment and public space for people with disabilities.
	3,0	The student is ready at a basic level to take actions aimed at improving the accessibility and adaptation of the environment and public space for people with disabilities.
	3,5	The student is ready to take action to improve the accessibility and adaptation of the environment and public space for people with disabilities.
	4,0	The student is ready to take active steps to improve the accessibility and adaptation of the environment and public space for people with disabilities.
	4,5	The student demonstrates a high level of readiness to take active steps to improve the accessibility and adaptation of the environment and public space for people with disabilities.
	5,0	The student demonstrates a very high readiness to take active steps to improve the accessibility and adaptation of the environment and public space for people with disabilities.