NEW DELHI: Making campuses physically accessible is only one part of inclusive education. The University Grants Commission (UGC) now wants higher education institutions to rethink how they teach, assess and support students with disabilities. In a comprehensive new set of guidelines, the regulator has outlined practical measures universities and colleges can adopt to make learning more accessible for Divyangjan students and people with Specific Learning Disabilities (SLD).This document entitled Guidelines for Credit-Based Course on Pedagogical Aspects for Teaching Divyangjans and People with Specific Learning Disabilities focuses on classroom activities instead of infrastructure issues. It requires institutions to be flexible in the design of their curricula, to adopt an accessible pedagogy, to modify the examination procedures and other things that allow differently abled children to participate in all their academic activities on an equal basis.From accessibility to inclusionUGC has clearly stated that accessibility does not only mean the provision of ramps, lifts or accessible buildings, but it means transformation in every aspect of a student’s educational experience right from admission, curriculum preparation, teaching-learning process, assessment and campus life.For this purpose, the institutions were asked to incorporate a flexible course structure, reduce the course load where necessary, relax attendance rules in deserving cases and provide different options to meet the academic obligations of students. In addition, institutions have also been asked to provide study material in an accessible form such as Braille, large print books, digitized texts, audio books etc.It is suggested that faculty members move away from the traditional lecture mode and apply a variety of teaching techniques including project work, discussions, simulations, role play, cooperative learning, etc., to meet the different needs of students.Specific assistance for the disabledInstead of providing a one-size-fits-all solution, the UGC guidelines provide specific guidance for various disabilities in classroom teaching.Visual learners should be provided with Braille materials, tactile diagrams, mobility training, assistive technology and accessible digital materials. For deaf students, sign language interpreters, subtitled video clips, written classroom instructions, amplification devices and visual aids for verbal teaching are some possible options.Students with intellectual disabilities, those suffering from autism spectrum disorder and specific learning disabilities may need simple instructions, structured activities, clarification and flexibility in completing assignments. Other recommendations include remedial classes, tutoring services and assistive communication devices when needed.Students with physical disabilities, chronic neurological conditions and blood diseases were advised to be offered appropriate seating arrangements, note-taking support, recorded classes, flexibility in classroom situations and access to assistive technology.Examination reforms receives special attentionVarious measures have also been recommended by the UGC to make the exams easier for disabled students. Realizing that conventional means of assessment may not always be able to gauge the learner’s true ability, the guidelines urge institutions to provide alternative forms of examination whenever necessary.Some of the suggested measures include extra time for writing, scribes and readers, braille and large print paper, quiet room for taking the exam, breaks during the exam, assistive technologies and documents modified according to the specific functional needs of the disabled individual. The guidelines also recommend that academic results and documents be provided in accessible form.Institutions are expected to strengthen campus supportIn addition to academics, UGC has made it mandatory for universities to develop an environment that promotes inclusiveness on campus. Recommendations include access to websites and technology tools, accessible laboratory equipment, priority registration, free movement, campus orientation programs, communication assistants and teaching where needed.The regulator also ordered the university to monitor the enrollment, retention and academic results of disabled students, clearly indicating that the assessment of inclusion based on the results was considered by the regulator.Main points of UGC guidelines• Curriculum should be flexible to incorporate different learning abilities.• Study materials should be available in all kinds of accessible ways such as Braille, digital texts and audio.• The teaching should be carried out with varied ways of instructions, rather than only lectures.• Classroom support for disabilities must be provided according to personal needs.• Institutions need to increase the use of assistive technologies and accessible digital content.• Exam procedures need to have options such as alternative formats and additional time.• Universities need to provide more guidance, mentoring and remedial assistance.• Campus must 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 addressing the various obstacles faced by students with disabilities while studying in the classroom. Successful implementation of these guidelines will help institutions ensure that accessibility and inclusiveness become part of their normal teaching practices.
