NEW DELHI: Making campuses physically accessible is only one part of inclusive education. The University Grants Commission (UGC) now wants higher educational institutions to rethink how they teach, assess and support students with disabilities. In a new set of comprehensive guidelines, the regulator has outlined practical measures that universities and colleges can adopt to make learning more accessible for Divyangjan students and persons with Specific Learning Disabilities (SLDs).This document entitled Guidelines for Credit-Based Course on Pedagogical Aspects for Teaching Divyangjans and Persons with Specific Learning Disabilities focuses on classroom activities rather than infrastructure issues. It requests the institutions to be flexible while designing their curricula, to adopt accessible pedagogy, to modify examination procedures and other things which will enable the differently-abled children to participate in all their academic activities on an equal basis.From Accessibility to InclusionUGC has stated very clearly that accessibility does not only mean provision of ramps, elevators or accessible buildings, but it means transformation in each and every aspect of educational experience of a student right from admission, preparation of the curriculum, teaching-learning process, evaluation and life on campus.For this purpose, the institutions have been requested to incorporate flexible course structure, reduce the load of courses wherever necessary, relax attendance rules in deserving cases and provide various options to meet the academic obligations of the students. Besides, the institutions have also been asked to provide study materials in an accessible form like Braille, large print books, digitized texts, audio books etc.It is suggested that faculty members break away from traditional lecture mode and apply a variety of teaching techniques including project work, discussions, simulations, role play, cooperative learning, etc., in order to cater to the diverse needs of students.Disability specific assistanceInstead of providing a one-size-fits-all solution, the UGC guidelines provide specific guidance for different disabilities in classroom teaching.The visually impaired students should be provided with Braille materials, tactile diagrams, mobility training, assistive technology and accessible digital materials. For hearing-impaired students, sign language interpreters, captioned video clips, written classroom instructions, amplification devices, and visual aides to verbal teaching are some possible options.Intellectually disabled learners, those suffering from autism spectrum disorder and specific learning disabilities might require simple instructions, structured activities, clarification, and flexibility in accomplishing assignments. Other recommendations include remedial classes, tutoring services and assistive communication devices when necessary.Students who have physical disabilities, chronic neurological conditions and diseases of the blood have been advised to be offered proper seating arrangement, note taking support, recorded classes, flexibility in classroom situations and access to assistive technology.Examination reforms receive special attentionSeveral measures have also been recommended by UGC for making examinations easier for disabled students. Realizing that conventional means of evaluation may not at all times be able to gauge the true ability of the learner, the guidelines urge institutions to provide alternative forms of examination whenever necessary.Some of the measures suggested include extra time for writing, scribes and readers, braille and enlarged print format paper, quiet room for conducting examination, breaks during examination, assistive technologies and modified question papers depending on the specific functional requirements of the disabled individual. The guidelines further recommend that results and academic documents be provided in accessible format.Institutions expected to strengthen campus supportBesides academics, UGC has made it mandatory for universities to develop an environment which promotes inclusivity on campus. The recommendations include access to websites and technological tools, accessible lab equipment, prioritized registration, free movement, campus orientation programs, communication and teaching assistants wherever necessary.The regulator has also directed universities to keep track of enrolment, retention and academic achievements of disabled students, clearly indicating that outcome-based assessment of inclusion is being considered by the regulator.Main points of the UGC guidelines• Curriculum needs to be flexible to incorporate varied learning capacities.• Study materials have to be made available in all kinds of accessible modes like Braille, digital and audio texts.• Teaching needs to be carried out using varied modes of instructions rather than just lectures.• Classroom support for disability needs to be provided depending on personal requirements.• The institutions need to increase the use of assistive technologies and accessible digital content.• Exam procedures need to have options like alternate formats and additional time.• Universities need to provide more guidance, mentorship and remedial assistance.• Campus needs to make efforts to ensure that accessibility is achieved in all aspects.The recommendations are an expression of the wider efforts made by the UGC to ensure that higher education becomes truly inclusive by tackling the various obstacles faced by students with disabilities while studying in class. The successful implementation of these guidelines would assist institutions in ensuring that accessibility and inclusivity becomes a part of their normal teaching practices.
