New Delhi: Making campuses 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 new set of comprehensive guidelines, the regulator has outlined practical steps universities and colleges can take to make learning more accessible for Divyangjan students and people with specific learning disabilities (SLD).The document, titled “Guidelines for Teaching Credit Courses in Special Education and People with Specific Learning Disabilities,” focuses on classroom activities rather than infrastructure issues. It requires institutions to maintain flexibility in designing curricula, adopt accessible pedagogies, modify examination procedures and other matters to enable children of different abilities to participate on an equal basis in all academic activities.From accessibility to inclusivityThe UGC has made it very clear that accessibility does not just refer to the provision of ramps, lifts or accessible buildings but to the transformation of students’ educational experience in all aspects from admission, course preparation, teaching and learning process, assessment and campus life.To this end, institutions are required to adopt flexible course structures, reduce course loads when necessary, relax attendance regulations appropriately, and provide multiple options to fulfill students’ academic obligations. In addition, institutions are required to provide learning materials in accessible formats, such as Braille, large print books, digitized texts, audiobooks, etc.It is recommended that teachers get rid of the traditional teaching model and use a variety of teaching methods such as project assignments, discussions, simulations, role-playing, and cooperative learning to meet the diverse needs of students.Disability Specific AssistanceThe UGC guidelines do not offer one-size-fits-all solutions but provide specific guidance for different disabilities in classroom teaching.Braille materials, tactile graphics, mobility training, assistive technology, and accessible digital materials should be provided to visually impaired students. For students with hearing impairments, sign language interpreters, subtitled video clips, written classroom instruction, amplification equipment, and visual aids for oral instruction are some possible options.Learners with intellectual disabilities, those with autism spectrum disorder, and specific learning disabilities may need simple instruction, structured activities, clarification, and flexibility to complete assignments. Other suggestions include tutoring classes, tutoring services and assistive communication devices where necessary.Students with physical disabilities, chronic neurological conditions, and blood disorders are recommended for appropriate seating arrangements, note-taking support, recorded lessons, flexibility in the classroom environment, and the use of assistive technology.exam reform receive special attentionThe UGC also recommended several measures to make examinations easier for students with disabilities. Recognizing that traditional means of assessment may not always measure learners’ true abilities, the guidance urges institutions to offer alternative forms of examination where necessary.Some of the measures recommended include additional writing, copying and reading time, Braille and enlarged print format paper, quiet exam spaces, breaks during exams, assistive technology and modification of test papers to the specific functional requirements of people with disabilities. The guidance further recommends providing results and academic documentation in an easy-to-understand format.Institutions expected to strengthen campus supportApart from academics, the UGC has also mandated universities to create an environment that promotes inclusivity on campus. These suggestions include access to websites and technology tools, accessible lab equipment, priority registration, freedom of movement, campus orientation programs, communication when necessary, and teaching assistants.The regulator has also directed universities to track the enrollment, retention and academic performance of students with disabilities, a clear sign that the regulator is considering outcomes-based assessment of inclusion.Highlights of UGC Guidelines• Curriculum needs to be flexible to accommodate different learning abilities.• Learning materials must be available in various accessibility modes such as Braille, digital and audio text.• Teaching requires a variety of teaching methods, not just lectures.• Disability-specific classroom supports need to be provided based on individual needs.• Agencies need to increase their use of assistive technology and accessible digital content.• Examination procedures need to have options such as alternative formats and additional time.• Universities need to provide more guidance, coaching and remedial assistance.• Campuses need to work to ensure accessibility in all aspects.The recommendations are part of the UGC’s wider efforts to ensure that higher education is truly inclusive by addressing the various barriers that students with disabilities face when learning in the classroom. Successful implementation of these guidelines will help institutions ensure that accessibility and inclusion become part of their normal teaching practices.
