News and events archive

She studies at two faculties, teaches, codes, organizes sports, and promotes accessibility where it makes sense. For Ester Milostná, her achievements aren't just items on her resumé, but a way to open doors for others. In our interview, she describes her daily struggles and joys with a touch of humour, inspiring the next generation of students who are looking for a future without barriers.

Why did you choose to study computer science at our faculty?

I became interested in computer science very early on. I was lucky to have a good teacher in elementary school. Thanks to her, we were programming while everyone else was still doing Excel. I chose FI specifically during the IT Summer School for Girls organized by Czechitas. I saw that computer science is not just keysmashing, but also involves ciphers, logic games, and other activities. I liked the mindset here, that it is important to have practical experience and be useful somewhere. I was also motivated by meeting Barča (Barbora Bühnová, former Vice-Dean for External Relations and Partnerships – author's note), who treated me as an equal even back then.

Our applicants often discuss the role of mathematics. How are you with math? And how do you perceive the importance of understanding it for successful study of computer science?

I was mostly friends with mathematics because it doesn't require a lot of memorisation, but rather an understanding of basic principles and the ability to apply them in practice. I also think that this is the general prerequisite for learning that it shares with computer science, but I got by without quick mental calculations, derivatives, and matrices. The basics of formal mathematics are definitely useful, as you may easily fail your first year without it, and it's probably the closest thing to programming.

You completed a Bachelor's degree in Information and Library studies at the Faculty of Arts in combination with Informatics at the Faculty of Informatics. How would you describe the difference between these programs to our applicants?

The biggest difference I saw was in the distribution of the workload during the semester. While at the Faculty of Arts, assignment and exam deadlines were concentrated at the end of the semester, at the Faculty of Informatics, you had to hand in assignments and write tests on a regular basis. On the other hand, deadlines help me to force myself to study continuously. At FI, you will also often encounter practicals, i.e. classes where the topics covered in the lecture are tested in practice. These are usually mandatory and often linked to continuous assessment. Lectures at FI are not usually mandatory, while at FA, attendance is checked more often.

In terms of overall difficulty, the programs were quite similar. However, there was an interesting difference in the final exams: at FI, we were given two topics at random, and the committee asked a question about each one, which we had to answer without preparation. At FA, we drew one topic in advance and had some time for preparation like in the high school graduation exam, but we were expected to go into more depth.

Why did you decide to combine both programs?

At the end of high school, I was drawn to education and technology, but I couldn't decide whether I wanted to teach about technology or create and use it for learning. Combining the two fields opened the door to both.

I originally considered other fields, but most of them were either lacking something or had too much of something else. At the same time, I noticed that there has recently been interest in the job market for positions that connect customers with IT professionals. 

You are now continuing your studies in the follow-up master's program Teaching of Computer Science for Secondary Schools at FI MU. Would you like to pursue a career in education in the future?

I would like to pursue a career in education, but I don't have a clear preference as to what level. As part of my internship, I returned to my high school last year. Now I have a contract there and my "own" students. I would like to bring them through to graduation. At the same time, I have been tutoring mathematics since high school. I have gone through several grades with some of the students, and I must say that they simply grow on you, and going through this development with them is interesting and, in a way, fulfilling. So now I'm motivated to finish my studies and fight to continue with my assigned groups.

What do you think is lacking in computer science education in secondary schools?

I teach both high school students and lower secondary school, and from this comparison, it seems to me that the older ones lack motivation the most. They come from elementary schools where nothing was done in computer science, or they only did boring stuff. Yet they have been using digital technology for years and have a clearer idea of what computers can do and how they can be useful in their lives. The younger ones can still be impressed or attracted by the idea that it will be useful to them.

You suffer from muscular atrophy since birth. Now you use an electric wheelchair. How do schools deal with inclusion in cases like yours?

When I was little, there was no inclusion or assistance. So I really had to fight my way into a normal school. Most children with disabilities went to special schools. It's easier for them there, they have facilities, assistance, rehabilitation, everything. In my generation, things were changing, so those who are graduating from high school now are looking for a system that is already in place.

You received the Werner von Siemens Award for overcoming obstacles in your studies. In interviews for the Faculty of Arts or the website vozejkov.cz, you subsequently expressed some regret that the award emphasized your ability to overcome physical barriers at the expense of your achievements and projects. What would you like to highlight from your own activities? What are you most proud of?

When I joined the project, I imagined that it was a purely academic competition and that the category for people with disabilities would be similar to the categories for women. In other words, to provide space, but to judge mainly on performance. I'm not saying that I'm top of my class, but I studied two subjects in a non-guaranteed combination, earned an above-average number of credits, took two semesters of Japanese, a Bachelor's thesis with the length and expertise of a Master's thesis, and involvement in volunteer projects, including founding and chairing a sports club, creating an app for a museum, and a workshop at the department — these are the things for which I accept recognition.

At the award ceremony, however, the only thing that was talked about was how I overcome obstacles and manage to study. With the support available, anyone can do it, and I think it is necessary to distinguish between those who use support only to compensate and achieve inclusive rights and those who do things beyond the scope of normal student activities and thus give back to society.

Looking back at the physical barriers for a moment, do you consider the Masaryk University environment to be adequate for your needs?

I can't really evaluate the whole of MUNI, but I have the most experience with the Faculty of Arts, the Faculty of Informatics, and now also the Faculty of Science, where most of my courses take place. The main FA campus is very wheelchair-friendly, but there are many other buildings where access is more difficult: detours, classrooms without accessible tables, and even some buildings that are completely inaccessible. FI has the advantage of not being very large, so it is enough if at least one elevator works. But even with those, it can be a bit of a joke: for example, there are two behind the library, but only one goes to the cafeteria. They have two buttons, so you'd expect that one button would call one elevator and the other button would call the other. Unfortunately, that's not the case, and when I want to get a coffee, I sometimes have to send one elevator to the fifth floor so that the other one comes. And I still don't get my coffee in time. It's more of a laughing matter, but it's really not user-friendly.

Accessible toilets remain a problem—some are too small, others are cluttered with cleaning supplies, have broken handles, or are completely out of order. But we've managed to deal with all of that so far; usually, all you have to do is report the problem and wait for someone to fix it.

My biggest disappointment is related to the auditorium at the Faculty of Law, where matriculation and graduation ceremonies are held. Unfortunately, access for electric wheelchairs has not been properly resolved. Watching my classmates showing off to the audience and taking group photos from behind the organ feels humiliating.

If applicants with specific needs – whether physical, sensory disabilities, or other difficulties – are considering enrolling at Masaryk University, what assistance is available to them based on your experience, and who can they turn to? 

I would say that the support for students with specific needs at MUNI is really high-quality and comprehensive. Even before submitting an application, it is possible to arrange a consultation at the Teiresiás Center and discuss accessibility, requirements, and available forms of support. If you take care of this in time, it is possible to use the support already during the admission process. After admission, you can set up an individual education plan according to your needs or apply for specific requirements, such as a transcriber, assistant, modification of study materials, or extra time on tests.

The Teiresiás building has adapted computer rooms for self-study and individual teaching. The center's staff will also help in practical situations, such as when you don't know if a classroom is accessible or if an elevator needs to be repaired. As far as teaching is concerned, I arrange most of the adjustments directly with teachers and classmates; providing recordings of lessons or adjusting activities has not been a problem so far.

Is there anything you feel is lacking in the services at the moment, and where the university could play a role?

I was a little disappointed that the Erasmus idea didn't work out. Finding a school that has an agreement for my field of study, is wheelchair accessible, is not too far away (due to the need to attend medical check-ups and pick up special medication every two months), and could also accept my partner to study there for that period of time, so that he could take care of me without having to interrupt his studies... it was all too complicated. We tried, and we were even in contact with a university in Vienna that would have met most of our requirements, but unfortunately, we were unable to finalize the contract. In the end, I at least got a "mini-Erasmus," a week-long summer school in Latin.

And I was also honestly surprised to find out recently that if I were to arrange for dormitory accommodation, I would have to pay the full price for a second person's accommodation due to my need for continuous assistance. This may be a more local issue and easier to solve, but if the fee were comparable to, say, an extra bed in a hotel, it could attract students with more severe disabilities. As far as I know, it is precisely these people who then give up studying in a foreign city or opt for distance learning, but honestly, that's not the same. Then it's just studying, but no longer student life.

In 2021, you founded Brno's first powerchair floorball team, Rolling Lions Brno. You soon offered the activity to Masaryk University as part of its university-wide sports program, as an alternative form of physical education for students in wheelchairs. How is this project going at the moment?

Floorball is suitable even for people with the most severe physical disabilities; all you need to do is control an electric wheelchair, even with just one finger. Recently, these people have been given the opportunity to study at regular schools, and they could start coming to MUNI. That's why it would be nice to have an option for them other than "exemption from P.E." In order for the subject to be maintained, it first had to be activated by having an active student. So I enrolled there through lifelong learning. And now we are waiting to see if other students will come and be interested.

The club as such is definitely doing better now than when we first started. We have a regular coach and three assistants who look after the players during training sessions and tournaments. We have also increased the number of training hours. I founded the club, and although I still try to remain an active player, I am much more occupied with my role as chairperson and the administrative and organizational duties that come with it. This project is a bit like my child, with whom we have hopefully just survived the first defiance period, and I am curious to see it grow further.

What brings you the most joy at the moment?

I have to admit that my hobbies are suffering this semester because I'm spending a lot of time working on my thesis and internship. So, when it comes to relaxation, I'm more into one-off activities right now – going to a department meeting, a work party, a tournament, an exhibition, the theater, Animefest... And I always make up for it during the holidays, when I travel around the country and, in recent years, a little bit to neighbouring countries as well. For example, this summer I was only home for about a week.

Petr Peňáz, director of the Teiresiás Center, said the following about you in a profile for the Werner von Siemens Award: "I consider Ester to be an absolutely exceptional, inspiring personality who brings her energy, enthusiasm, ideas, and determination to overcome obstacles with humor, perspective, and managerial resolve to two faculties at Masaryk University, which I find absolutely fascinating. For me, she is a person who brings inspiration to her classmates and teachers above all else." Who is your inspiration?

I don't really have any specific role models, given that previous generations of wheelchair users didn't have the same opportunities. I try to avoid being labelled and look for ways to fit in with normal people. I don't want to choose a job just because it's designed for wheelchair users, or, conversely, choose something unrealistic and then force society to adapt to me. I want to achieve what I think is realistic within the realm of possibility, but not entirely by following the beaten path. If you want to move forward and meet interesting people, you won't get there by staying in your comfort zone.

Thank you for the interview and I wish you success in your further studies and activities.

Author: Marta Vrlová, Office for External Relations and Partnerships at FI MU

Photo: Ester Milostná’s archive, Siemens Czech Republic a Czech Powerchair Hockey Federation