The paper, which is framed in accordance with Supreme Court directives, also covers the needs of survivors of acid attacks and transgender students.
NEW DELHI: The University Grants Commission has provided recommendations for universities and other higher education institutions on how to make their campuses accessible to students with physical or mental disabilities. Additionally, they cater to the particular need of pupils from sexual minorities and acid attack survivors. According to the “Accessibility Guidelines and Standards for Higher Education Institutions and Universities,” institutions of higher learning are required to create a barrier-free environment that is accessible for people with disabilities at all times, from application to course completion.
The comprehensive principles encompass social and emotional development, integrating inclusive resources, adapting teaching and learning, and classroom accessibility. In order to ensure high-quality education, it also emphasises inclusive practices by implementing related adjustments to the curriculum, pedagogies, ongoing assessment, and student support systems.
The Supreme Court ordered the UGC to guarantee that guidelines for the convenience of access to students with disabilities in universities and colleges across the nation are developed eight weeks after receiving a request from the UGC in January. The UGC established an expert team to draught these recommendations in accordance with the highest court’s directive.
“All HEIs must follow these principles in order for our HEIs to be accessible, and they will do so in a big way. The UGC chairman, Jagadesh Kumar, stated in an official statement that the NEP 2020 has also included provisions for extensive use of technology in teaching and learning, the removal of language barriers, expanding access for Divyang students, and educational planning and management including full equity and inclusion as the cornerstone of all educational decisions to ensure that all students are able to thrive in the modern education system.
According to the paper, universities and colleges must provide a curriculum that offers subject flexibility, a compressed course load, and other accommodations for students with impairments. The course must, in accordance with the rules, allow for pacing flexibility to accommodate diverse learning styles and multiple learning speeds for students. All admissions phases at universities must include alternate communication support.
The rules advise making content that can be read by utilising assistive technologies available on the website, through email and social media campaigns for admission notifications. The letter also suggests that information about campus resources that offer student support but are not covered in the curriculum, such as counselling services and LGBT resource centres, be included. The standards also mandate the provision of supportive elements tailored to the requirements of people with disabilities, such as reasonable modifications to meet their educational needs. In order to do this, the recommendations recommend creating a Need Assessment Board, which will evaluate the unique needs of people with disabilities. A student may receive aid with mobility, treatment and medicine, speech and communication, and emotional or behavioural support based on the results of this examination.
The recommendations also recognised the unique requirements of transgender people and acid attack survivors. The recommendations ask for “preferential seating” and aid with speech, vision, and therapy in addition to participation in events for acid attack survivors.
