För studenter på universitet och högskolor med funktionsnedsättningar i form av lässvårigheter, såsom till exempel dyslexi och ADHD, kan tillgången till kurslitteratur i form av talböcker innebära att de får samma möjlighet som övriga studenter att delta fullt ut i studierna och slutföra sina studier. I Sverige har studenter med funktionsnedsättningar på universitet och högskolor rätt till särskilt stöd under studierna, såsom att få kurslitteratur inläst i talboksformat.  Denna uppsats tittar närmare på hur studenter med läsnedsättningar vid Jönköping University (JU) upplever att de får tillgång till talböcker givet hur JU kommunicerar tillgängligheten till dessa böcker. I uppsatsen används en kvalitativ forskningsansats. Åtta intervjuer har genomförts med studenter på JU som använder talböcker. Uppsatsen ger en ögonblicksbild och bygger på de personliga upplevelserna hos de intervjuade studenterna.  Studenterna som intervjuades i denna uppsats uttrycker att de upplever att kommunikationen om talböcker brister och därmed bidrar till att försvåra tillgängligheten. I vissa fall menar studenterna att de inte i tid kunde få tillgång till kurslitteraturen som de behövde för kurserna på grund av bristande kommunikation eller på grund av hur deras förfrågningar hanterades, inte till följd av den faktiska tillgången till talböckerna.  Trots att relevant information om talböcker finns lättillgänglig för studenterna på JUs hemsidor menade studenterna att JU inte kommunicerar tillgängligheten till talböcker på ett sätt som underlättar tillgången. De upplevde att kommunikationen från JUs sida är otillräcklig. Det framkom även att studenterna saknade information och dialog om rättigheterna att få tillgång till kurslitteratur i form av talböcker. För att förbättra så att studenterna får tillgång till kurslitteratur i talboksformat i tid tror de att JU skulle kunna göra mer för att kommunicera tillgängligheten till talböcker.  Med avstamp i filosofen Foucaults synsätt skulle studenter med funktionsnedsättning kunna sägas påverka och utöva makt över sin situation när de förklarar och kommunicerar sina behov av talböcker till JU. Det är viktigt att komma ihåg att det är först då, när det sker, som tillgängligheten till talböcker blir relevant i förhållande till studenternas behov. Möjligen kan slutsatserna i denna uppsats vara ett första steg för att anpassa JUs kommunikation om tillgänglighet till talböcker för att bättre spegla studenternas behov. Uttryckt i Foucaults anda skulle en sådan åtgärd bidra till att skapa ett mer jämlikt maktförhållande mellan JU och studenterna med läsnedsättningar. / For students at university and college level with special needs in relation to reading, such as dyslexia and ADHD, the availability of course literature in the form of audiobooks can enable this group to have the same opportunity as other students to study as well as complete their studies. Indeed, students at university and college level in Sweden, with certain challenges, have a right to special support, including to have any course literature recorded in audiobook format.  This study examines how students with impeded reading capability at Jönköping University (JU) assess their own access to audiobooks given how JU is communicating the availability of audiobooks. A qualitative research method is used in this study. Eight interviews was conducted with students at JU who uses audiobooks. Building on personal experiences from the interviewed students, this study gives a snapshot picture.  Students interviewed in this study expressed that they found that communication on audiobooks were insufficient, thus contributing to making these less accessible. Students argued that they in some cases had not been able to access needed course literature in time, due to the lack of communication or due to how their requests had been handled, not because of the actual lack of audiobooks.  Despite relevant information on audiobooks being available on JU’s homepages, students argued that JU was not communicating the accessibility of audiobooks in a way to allow students ease of access to them. Students argued that communication from JU was insufficient. The study also found that some student lacked information and a dialogue on their rights to have course literature in the format of audiobooks. To enhance students’ access to course literature in the format of audiobooks, these students believe that JU could do more to communicate the accessibility of audiobooks.  Using Foucault’s theory, it could be argued that students with disabilities would be able to utilize their own power over their situation as they explain and communicate their need of audiobooks to JU. It is only as this is done that access to audiobooks will be relevant in relation to student’s needs. Possibly, the conclusions of this study could be a first step to adjust JU’s communication on the access of audiobooks to better mirror student’s needs. Expressed in the spirit of Foucault, such action could contribute in creating a more equal power relation between JU and students with reading disabilities.

A number of people have criticized the fact that courts often over-rely on DNA- evidence and that the shortcomings of DNA-analyses are rarely addressed. One flaw with DNA-analyses is that they cannot distinguish whether the presence of the DNA-trace has been caused by a so-called secondary transfer. Secondary transfer, the occurrence of which has been confirmed by several scientific stud- ies, means that DNA is transferred in two stages via contacts. A transfer of DNA can thus first occur from one person to another, for example by shaking hands, and then from the other person to a material, for example by grabbing a weapon. This poses a risk that DNA from an innocent person can be transferred through another person to a crime scene. A fundamental principle of criminal procedure is that the full burden of proof should be placed on the prosecution. This principle is derived from the presump- tion of innocence in Article 6.2 of the ECHR. As a consequence, the defendant has a right to remain silent throughout the judicial proceedings. Should the de- fendant instead be required to explain some of the circumstances of the case, a burden of proof would fall on the defendant, a so-called burden of explanation. Thus, a requirement that the defendant explain some of the circumstances of the case conflicts with the principle of the prosecutor's full burden of proof. Given the criticism that the courts rarely consider the shortcomings of DNA- evidence, there is a risk that the responsibility falls on the defendant to point out that a secondary transfer of DNA has occurred and to actively work towards convincing the court of his or her innocence. The purpose of the paper is thus to investigate the courts' consideration of these objections from the accused. The question is if a burden of explanation is placed on the accused and whether this is compatible with the presumption of innocence. To fulfill the purpose, an empirical study was conducted in the form of an analysis of 16 district court and appellate court decisions. The results showed that the defendant was imposed a burden of explanation in several cases. An exami- nation of the case law of the ECHR showed that there is, in exceptional cases, a possibility to impose an explanatory burden on the accused. However, the cases in the study were not covered by the exception. In conclusion, the practical ap- plication of the burden of proof is not compatible with the presumption of in- nocence. There is thus a need to educate judges on the complex subject of DNA to draw attention to the drawbacks of the evidence and to correct the false per- ception of DNA evidence as infallible. Furthermore, there is a need for a new precedent from the Supreme Court clarifying how the burden of explanation should be applied in accordance with the ECHR.