The procedures and substances of administrative activities for candidates with disabilities in transition to higher education

Higher education activities which contribute to individuals in various fields, from education to employment, scientific curiosity to socio-cultural activities, also provide numerous benefits for societies. Therefore, access to higher education for everyone who desires it is crucial. Moving from this understanding, it is necessary to ensure that disabled candidates also have access to higher education so that they can continue their development and contribute to society more effectively. In this study, it is aimed to comprehensively examine the procedures and substances of administrative activities for disabled candidates during the process of transition to higher education, and to develop solutions for potential issues by evaluating administrative activities that facilitate disabled candidates' access to higher education in Türkiye. To achieve this, relevant legislation was reviewed, past practices and disputes were evaluated, and conclusions have been made regarding the legal compliance of administrative activities carried out at various stages of the transition to higher education by utilizing various scholarly works. Within the scope of this study, initially, administrative activities concerning disabled candidates in transition to higher education were considered as a public service. Subsequently, administrative activities related to central examinations conducted during the process of transition to higher education were evaluated. Finally, the procedures and substances regarding administrative activities other than central examinations during the process of transition to higher education were examined. Within the scope of the study, it was concluded that various administrative measures were taken for disabled candidates during the transition to higher education process, and acording to the conclusions suggestions were made with the aim of eliminating certain legal issues that may be encountered and ensuring that the transition to higher education services are provided in a more regular and equitable manner. It is hoped that the results presented in this study will contribute to ensuring equality of opportunity between disabled and non-disabled candidates in transition to higher education process and, in this regard, create an infrastructure for candidates to be placed in higher education institutions more reliably and fairly.