शिक्षा मंत्रालय

Ministry of Education
Government of India

ACCESSIBILITY GUIDELINES AND

STANDARDS FOR

HIGHER EDUCATION INSTITUTIONS

AND UNIVERSITIES

विशव विद्यालय अनु

दान आयोग
University Grants Commission
expert Committee
prof. Gaurav Raheja, Shri Dipendra Manocha,

Prof. Amitav Mishra, shri subhash Chandra vashishth,

dr. anupriya chadha, dr. abhay jain, dr. himangshu das

June, 2022

Graphic Design
prof. Gaurav Raheja, Santhosh Malothu

Cover Design
prof. Gaurav Raheja, Santhosh Malothu

Published by
University Grants Commission, New Delhi

Government of India

Disclaimer
These guidelines are intended as a comprehensive source for achieving
accessibility and inclusion in higher education institutions/universities.
For specific interventions, other accessibility guidelines and standards
issued by the government of India shall also be applicable.
 विशव विद्यालय अनु
दान आयोग
University Grants Commission
quality higher education for all

शिक्षा मंत्रालय
Ministry of Education
Government of India
ACCESSIBILITY GUIDELINES AND
STANDARDS FOR

HIGHER EDUCATION INSTITUTIONS

AND UNIVERSITIES
 Preamble

The University Grants Commission has introduced various initiatives to provide

the facilities required by persons with disabilities to ensure their equal participation and
inclusion in Higher Education Institutions (HEIs). With an increase in the number of
benchmark disabilities and recognizing their needs, it has become imperative to prepare
the guidelines to ensure the inclusion of persons with disabilities in HEIs and Universities
in an effective manner.

An expert committee has been constituted by the Chairman, UGC to prepare the
Accessibility Guidelines and Standards for Higher Educational Institutions and
Universities for persons with disabilities are intended to suggest the HEIs make
provisions for persons with disabilities and to provide them an accessible environment
for their barrier-free participation in all respect. Each HEI is required to develop an
effective accessible mechanism at their premises for the persons with disabilities
ranging from the admission process till the completion of the course.

To effect the United Nations Convention, the Rights of Persons with Disabilities
(RPWD) Act, 2016 was enacted replacing the erstwhile Act, the Persons with Disabilities
(Equal Opportunities, Protection of Rights and Full Participation) Act 1995. Section 16,
17, and 18 of its Chapter III (Education) pertains to the duty of the educational
institutions and specific measures to promote and facilitate inclusive education; and
adult education respectively.

The National Education Policy (NEP) 2020 also envisages that education is the
foremost primary measure to achieve economic and social mobility, inclusion, and
equality. It highlights the inclusive practices by making corresponding changes in
curriculum, pedagogies, continuous assessment, and student support systems to ensure
quality education.

Taking a comprehensive view of the inclusion of persons with disabilities in HEIs,

these guidelines cover the parameters such as the need assessment and support
provision for diverse benchmark disabilities; accessible information, communication and
learning resources; inclusive mobility infrastructure; universal accessibility in built
infrastructure; accessible curriculum, teaching and learning systems, accessible
assessment and examination system, accessibility of resources and services, inclusive
campus life; and Governance and Monitoring of Accessibility and Inclusive Practices.
Nevertheless, the HEIs may include provisions apart from these to provide equal
participation in all respect.

It is hoped that the provisions covered under these guidelines will help the HEIs
develop an inclusive mechanism to provide an accessible environment for persons with
disabilities to live independently and participate fully in all respects of their educational
life.
Contents

Message from Chairman

Preamble

Acknowledgements

1. Accessibility in Higher Education Institutions: An Introduction 4

1.1. Introduction to Accessibility and Inclusive Policy Perspectives

1.2. Making Higher Education Institutions Accessible: A Holistic Approach

2. Need Assessment and Support Provisions 12

2.1. Disability Specific Needs

2.2. Specific Needs: Designing Accessible and Inclusive Curriculum
2.3. Special Needs: Admission and Promotional Activities
2.4. Special Needs: Administrative and Support Aspects
2.5. Specific Needs: Teaching and Learning
2.6. Special Needs: Assessment, Examination and Evaluation
2.7. Specific Needs: Student Activities
2.8. Specific Needs: Additional Considerations

3. Accessible Information, Communication and Learning Resources 38

3.1. Procurement Guidelines to ensure ICT Accessibility

3.2. Accessibility of Instructional Material and Learning Resources
3.3. Accessible Communication
3.4. Assistive Technologies for Diverse Needs

4. Inclusive Mobility Infrastructure 48

4.1. Mobility to Campuses of HEIs (Public Transit Systems)

4.2. Inclusive Mobility on Campus
4.3. Street infrastructure within HEI campuses
4.4. GPS Mapping or Bluetooth beacon-based technologies to enhance orientation in the campus

5. Universal Accessibility in Built Infrastructure 56

5.1. Site Planning of Campuses

5.2. Academic Buildings and Learning Spaces
5.3. Assembly Areas / Auditoriums
5.4. Hostels and Guest House
5.5. Mess, Canteens and Common Dining Facilities
5.6. Accessible Sanitary Provisions
5.7. Administrative Spaces
5.8. Recreational Spaces, Common rooms, Activity Rooms, Gyms/Yoga Halls,
5.9. Accessible Parking Facilities
5.10. Campus Amenities: Banks, ATMs, Post Office, Shops, etc.
5.11. Accessible Signage in the campus/buildings
 5.12. Accessible Emergency Preparedness

6. Accessible Curriculum, Teaching and Learning Systems 72

6.1. Equitable Access to Curriculum

6.2. Delivering Accessible Curriculum
6.3. Provision of Flexibility and Adjustment in an Accessible Curriculum
6.4. Social-Emotional Learning (SEL)
6.5. Adaptations in Teaching-Learning Process
6.6. Accessible Library Resources
6.7. Universal Design for Learning for Creating an Equitable Classroom
6.8. Applying Universal Design for Learning
6.9. Designing Accessible Course Materials
6.10. Formulating Internal Policy for Inclusive Curricula and Teaching by HEIs

7. Accessible Assessment and Examination Systems 82

7.1. Need for Accessible Assessment

7.2. Enabling Assessment Process Accessible
7.3. Existing Provisions for Concessions in Examinations for Students with Disabilities
7.4. Considering Accessible and Flexible Assessment Process

8. Accessibility of Resources and Services 90

8.1. Integration of Resources and Services in an inclusive way

8.2. Healthcare and Para-Medical facilities
8.3. Library Facilities
8.4. Grievance Redressal Mechanism (GRM)
8.5. General Provisions

9. Inclusive Campus Life 98

9.1. Guiding Principles for an Inclusive Campus

9.2. Preparing HEIs campus for inclusion
9.3. Accessibility in Residential Accommodation / Hostels
9.4. Guest Houses
9.5. Conference Facilities / Common Facilities
9.6. Physical / Cultural / Sports Promotion in universities
9.7. Inter college/ inter-university activities
9.8. International University Exchange Program

10. Governance and Monitoring of Accessibility and Inclusive Practices 106

10.1. Accessibility and Inclusive Practices through Institutional Governance

10.2. Accessibility Assessment for Accreditation and Ranking of HEIs / Universities
 1
Accessibility in Higher
Education Institutions :
An Introduction
 1
Accessibility in Higher Education Institutions :
An Introduction
Higher education delivery in India needs to orient and accelerate its reach to persons
with disabilities and several others who couldn’t be included for reasons of
inaccessibility or inadequacies. The new India and new education policy both commit
themselves towards an inclusive development of education sector ensuring access
for all.

1.1 Introduction to Accessibility and Inclusive Policy Perspectives

a) Inclusive practices in education ensure quality education without discrimination to

any learner. It fulfils diverse needs in a responsive and supportive manner. Higher
education institutions (HEIs) need to create a common learning platform that is
flexible and accessible for all the students to learn together including those from
varied backgrounds and diverse abilities. Such an inclusive environment benefits not
only the learners but also forms a strong foundation of social inclusion and
accessible environments as a whole. Thus, it should result in removing barriers by
bringing necessary changes to infrastructure, curriculum, teaching-learning process,
and all such components for equal and quality participation in both academic and
social aspects of campus life. Needless to say, accessibility and inclusion as a
concept and culture in HEIs would eventually benefit everyone.
b) University Grants Commission (UGC) aims to improve the participation and learning
experience of persons with disabilities in HEIs. During the Tenth Five Year Plan (2002-
07), it provisioned the Higher Education for Persons with Special Needs (HEPSN)
scheme that promotes greater accessibility and a barrier-free environment. Further,
consequent upon the striving need of making the system inclusive, ‘Scheme of Equal
Opportunity Centre for Colleges’ in Twelfth Plan (2012-17) was made available to
make the HEIs more responsive to the needs and constraints of the disadvantaged

4
 social groups including persons with disabilities. From time to time, UGC has always
been committed to facilitate inclusive practices in all HEIs for an equal participation
and academic progress of persons with disabilities.
c) Effective guidelines are required to create inclusive HEIs duly supported by the
existing acts and policies. Pursuant to the continuum of educational provisions for
the persons with disabilities, a remarkable transformation in the welfare perspective
of education to cater to the needs of the persons with disabilities has been
acknowledged by the Government of India, where it has become the signatory and
ratified the convention of the United Nations on the Rights of Persons with
Disabilities (UNCRPD), in which the inclusive education has been conceptualized at
para 11, p. 4 as “a process of systemic reform embodying changes and modifications
in content, teaching methods, approaches, structures and strategies in education to
overcome barriers with a vision serving to provide all students of the relevant age range
with an equitable and participatory learning experience and environment that best
corresponds to their requirements and preferences” (United Nations, 2016).
d) To give effect to the United Nations Convention, the Rights of Persons with
Disabilities (RPWD) Act, 2016 was enacted replacing the earlier Act, the Persons with
Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act
1995. Section 16, 17, and 18 of its Chapter III (Education) pertains to the duty of the
educational institutions and specific measures to promote and facilitate inclusive
education and adult education respectively. Also, Section 19 of Chapter IV (Skill
Development and Employment) of the Act specifies certain provisions of imparting
vocational training and self-employment. Moreover, the provisions such as
reservation in employment and admissions at educational institutions have also
been implemented and adherence to the provisions/directions has been emphasized
from time to time. Hence, with the emergence of the Act, it has become imperative
for the HEIs to comply with such provisions of the Act to safeguard the interest of
the persons with disabilities.
e) Moreover, the Transgender Persons (Protection of Rights) Act, 2019 was also
enacted to safeguard the rights of transgender persons and their welfare and the
matters connected therewith and incidental thereto wherein as per Section 13 and 14
of Chapter VI (Education, Social Security, and Health of Transgender Persons)
educational institutions funded or recognized by the relevant governments shall
provide inclusive education, sports and recreational facilities for transgender
persons, without discrimination on the equal basis with others.
f) The National Education Policy (NEP) 2020 envisages that education is the foremost
primary measure to achieve economic and social mobility, inclusion, and equality. It
highlights the inclusive practices by making corresponding changes in curriculum,
pedagogies, continuous assessment, and student support systems to ensure quality
education. The policy acknowledges that students from socio-economically
disadvantaged groups (SEDGs) including persons with disabilities need help and

5
 support to make an effective transition to higher education wherein there is a need
for incorporating high-quality support centres with adequate funds and academic
resources to carry out these effectively and efficiently.
g) Thus, as per NEP (2020), the HEIs are required to adopt measures to make the
admission process and curriculum inclusive as well as develop technology tools for
better participation and learning outcomes. They also need to provide adequate
financial assistance and scholarships to SEDGs and conduct outreach on higher
education opportunities and scholarships among SEDGs. They must ensure that all
buildings and infrastructure facilities are accessible and disabled-friendly for all;
develop bridge courses for those students who may come from disadvantaged
educational backgrounds, and provide socio-emotional and academic support for all
such students through suitable counselling and mentoring programs.
h) Enabling Higher Education environments must facilitate that all students who
experience disability have the right to access and participate in education, the ability
to learn, and the right to exercise their voice, choice, and control in managing their
own educational experiences. Their right to develop to their fullest potential and to
be an active, valued citizen in the community and their right to an appropriate and
adequate allocation of resources to access and participate meaningfully in education
need to be fully protected. The HEIs must consider their right to be safe- physically,
emotionally, culturally, and socially and be treated respectfully.
i) Ensuring equal participation and inclusion of persons with disabilities in all activities
are the priority goals of the nation. Hence, UGC commits itself to support HEIs in all
possible manners so that persons with disabilities become part of various academic
programs of universities and colleges in good numbers. Making HEIs accessible to
all students remains one of the significant goals of the Commission.

1.2 Making Higher Education Institutions Accessible : A Holistic Approach

a) The Government of India launched the Accessible India Campaign (Sugamya

Bharat Abhiyan) in 2015 to facilitate barrier-free and universally accessible
development for persons with disabilities in three broad domains i.e., Built
Environment, Information & Communication Technologies, and Transportation.
The Department of Empowerment of Persons with Disabilities (DEPwD), Ministry
of Social Justice & Empowerment remains the nodal agency for successful
implementation of the Campaign. It has been a nationwide flagship campaign to
achieve universal access and enablement for persons with disabilities through
infrastructure ecosystems involving built environment, transportation, and
Information & Communication technologies.

6
b) Different Nodal Ministries of Government of India have framed the accessibility
guidelines for persons with disabilities to ensure equitable, universal access to
persons with disabilities concerning the physical environment, transportation,
and information and communications, which are important from the perspective
of higher education set ups - such as ‘Harmonised Guidelines for Universal
Accessibility for India, 2021’ by the Ministry of Housing and Urban Affairs,
Ministry of Electronics and Information Technology, Ministry of Education among
others on Built Environment, Information and Communication Technology and e-
content guidelines respectively. These guidelines shall play a very significant role
in making our HEIs accessible and shall be accordingly adhered to by the HEIs.

c) The higher education systems not only comprises built environments like
classrooms, laboratories or libraries, etc. but also of learning and social
environments where students from various social and diverse backgrounds
participate and become productive and responsible citizens of the country. Hence
each environment needs to be accessible to all students irrespective of their
abilities and disabilities. Effective guidelines and policies can support HEIs to
achieve this important goal. Inclusive policies lead to inclusive practices and that
ultimately further leads to an inclusive culture in HEIs by creating an atmosphere
where everybody feels valued and supported. It is a mandate to provide
accessible environment and inclusive services to diverse range of students,
faculty and staff in all typologies of higher education institutions and universities
ensuring that no one is excluded, denied or discriminated access to education in
the HEIs in India, esp. on the basis of their special needs, functional limitations or
disabilities.

d) Recognizing, accommodating, and meeting the needs of the persons with

disabilities coming from diverse backgrounds, it becomes the primary
responsibility for the Higher Education Institutions (HEIs) / universities to provide
the facilities or environment that enables persons with disabilities having diverse
socio-economic backgrounds to live independently and participate fully in all
aspect of their educational life at HEIs.

e) To provide an accessible environment to persons with disabilities to live

independently and participate fully in all aspects of their educational life, HEIs
shall be committed to promoting inclusive practices by (i) ensuring a barrier-free
and an inclusive mechanism to help in the admission process, (ii) taking
appropriate measures to ensure universal accessibility in it’s infrastructure
systems, (iii) making adequate provisions and facilities for teaching so that all
students including those having disabilities undertake their studies in an inclusive
manner (iv) developing and supporting technology tools for better participation
7
 and learning outcomes and (v) facilitating participation in corporate life on an
equal basis with others.

f) Accessibility requires to be considered at priority as a significant issue of concern

for all HEIs / universities to plan and implement in their respective campuses.
These guidelines as issued by the UGC have been broadly structured under ten
sections for developing a holistic perspective and understanding towards
accessibility in the world of higher education. The sections are :
(i) Accessibility in Higher Education Institutions: An Introduction
(ii) Need Assessment and Support Provisions
(iii) Accessible Information, Communication and Learning Resources
(iv) Inclusive Mobility Infrastructure
(v) Universal Accessibility in Built Infrastructure
(vi) Accessible Curriculum, Teaching and Learning Systems
(vii) Accessible Assessment and Examination Systems
(viii) Accessibility of Resources/Services
(ix) Inclusive Campus Life, and
(x) Governance and Monitoring of Accessibility and Inclusive Practices.

g) Deaf and hard of hearing students must be provided with the opportunity to learn
Indian sign language (ISL) and measures taken to recognise and promote the
linguistic identity of the deaf community in India. The Committee draws the
attention of State parties to UNESCO’s Convention against Discrimination in
Education which establishes the right of children to be taught in their own
language, and reminds State parties that Article 30(4) requires that persons with
disabilities are entitled, on an equal basis with others, to recognition of and
support for their specific cultural and linguistic identity, including sign language
and deaf culture. In addition, hard-of-hearing students must also have access to
quality speech therapy services, induction loop technology and captioning.

h) Creation of partnerships and coordination between all stakeholders, including

persons with disabilities through Organisations of Persons with Disabilities
(OPDs), different agencies, development organizations, non-governmental
organizations (NGO), and with parents/caregivers.

__________________________________
United Nations. (2016). General Comment No.4, Article 24: Right to Inclusive
Education. www.refworld.org/docid/57c977e34.html
---------------

8
 2
Need Assessment and
Support Provisions
 2
Need Assessment and
Support Provisions

The various aspects of access and need assessment in higher education include:
Curriculum & Instruction; On & Off-Campus Services; Physical Spaces; and Information
& Communication Technologies(ICTs). From policies and evaluation of specific needs;
to planning and reviewing of curriculum, delivery methods, feedback, individualized
modifications, assistive technology, safety, campus climate, events, residential and non-
residential facilities and capacity building of stakeholders are major areas for evolving
our HEIs towards an inclusive future. One of the most critical aspects however is to
understand the specific needs of persons with disabilities by all stakeholders of HEIs
including peer groups so that appropriate measures for accessibility and inclusion can
be initiated by each institution in information, infrastructure and the overall learning of
academic research, campus culture and systems. This section provides an overarching
insight into specific needs of different types of disabilities and diversities; and provisions
that can ensure accessibility for everyone in all aspects of higher education institutions.

Need Assessment Process for reasonable accommodation shall be duly followed in

each HEI / university to ensure inclusion of persons with disabilities. The intent is to
holistically assess the needs of persons with disabilities and make supportive provisions
for them as reasonable accommodations to facilitate their education in the HEIs /
universities. Some of the indicative steps shall include :
Step 1 : Application in a prescribed format to be received from user.
Step 2 : Assessment by internal committee and granting of reasonable accommodation.

12
Step 3 : Wherever internal committee is not able to arrive at a conclusion, it may take
support from external collaborator such as CRCs / DDRCs, etc. and grant reasonable
accommodation to
internal committee or in collaboration with an external committee.
Universities / HEIs to connect with the nearest rehabilitation / reasonable
accommodation support such as CRCs / DDRCs for need assessment from time to time.
This may be done at the beginning of the admission process to clearly assess health or
medical / rehabilitation needs and education / campus living needs of persons with
disabilities.
Step – 1 Health / Medical & Rehabilitation needs
At the time of joining the institution / university need assessment shall be carried out by
a formal board i.e. Need Assessment Board, which shall conduct an assessment of the
specific needs of the persons with disabilities.
Step – 2 Education & Campus living needs
Once the person is admitted to the university / HEIs, they may then conduct a thorough
assessment to identify the specific needs for education or inclusive campus living.
Reasonable Accommodation

2.1 Disability Specific Needs

Persons with disabilities may have functional limitations due to their respective
disabilities which could be well supported through appropriate provisions that
address their needs.
Broadly, the aspects that may require accessibility considerations include
Mobility; Hand manipulations; Therapy and Medication; Speech &
Communication; Vision; Emotional – Behavioral support; Psycho-Social support;
Cognitive and Intellectual skills; Self-Care & Daily Living Skills; Healthcare needs;
Use of Infrastructure; Use of Information and Communication Technologies, etc.
The specific needs listed below in each category of disability may not be
exhaustive. It, however, provides a broad and a generic understanding of diverse
needs for various disability types. Further, it is to be ensured that these needs are
not reflected as limitations but as domains of support to be provided by the
various HEIs / universities to ensure access to education. In other words they may
be considered as accessibility considerations or provisions required by diverse
disabilities.

13
2.1.1 Physical Disability – I
a. Permanent Physical Disability (PPD) to Upper Extremities
b. PPD to Lower Extremities
c. PPD of the Spine
d. PPD in persons with Amputation
e. PPD of congenital conditions of the extremities & other conditions

Specific Needs
● May need support in motor and/or fine-motor functioning, locomotor and
non-locomotor functioning.
● May need assistance with sitting, mobility, transfers and ambulation.
● May need support to manipulate objects, turn pages, write with a pen or
pencil, type on a keyboard, and/or retrieve study material.
● May require frequent therapy, surgery, or medication.
● May need preferential seating to participate in ongoing activities
● May require assistance in the use of infrastructure or ICT.

2.1.2 Physical Disability – II

2.1.2.1 Acid Attack Survivors
Specific Needs:
● May have limitations in speech and communication
● May need support in hand manipulations.
● May have limitations in visual acuity hence would have
additional needs as applicable to vision disabilities
● May require frequent therapy, surgery, or medication.
● May need emotional-behavioral & psycho-social support.
● May need preferential seating to participate in ongoing
activities
● May require assistance in the use of infrastructure or ICT.
2.1.2.2 Cerebral Palsy
Specific Needs:
● May need assistance with sitting, mobility, transfers, and
ambulation.

14
 ● May need support to manipulate objects, turn pages, write with
a pen or pencil, type on a keyboard, and/or retrieve study
material.
● May need preferential or adapted seating to participate in
ongoing activities.
● May have associated intellectual or behavioral conditions and
may need adaptations as applicable to intellectual disabilities.
● May need support in self-care and daily living skills.
● May experience vision or hearing disabilities and hence would
have additional needs as applicable to vision, hearing and
speech disabilities.
● May need specific seating furniture to assist in pain relief and
postural control.
● May need support in speech and communication.
● May require frequent therapy, medical interventions, surgery, or
medication.
● May require assistance in the use of infrastructure or ICT.

2.1.2.3 Leprosy Cured Persons

Specific Needs:
● May experience difficulty in hand manipulations and thus may
need support to manipulate objects, turn pages, write with a
pen or pencil, type on a keyboard, and/or retrieve study
material.
● May have limitations in visual acuity hence would have
additional needs as applicable to vision disabilities
● May have limitations in mobility, speech and communication
hence would have additional needs as applicable to physical
and speech disabilities.
● May require frequent therapy, surgery, or medication.
● May need preferential seating to participate in ongoing
activities
● May need emotional-behavioral & psycho-social support.
● May require assistance in the use of infrastructure or ICT.

15
 2.1.2.4 Short Stature/Dwarfism
Specific Needs:
● May need support with seating and mobility.
● May have specific needs related to associated vision, physical,
hearing and speech disabilities.
● May need preferential seating to participate in ongoing
activities
● May need emotional-behavioral & psycho-social support.
● May require assistance in the use of infrastructure or ICT.

2.1.2.5 Muscular Dystrophy

Specific Needs:
● May need assistance with sitting, mobility, transfers and
ambulation.
● May experience difficulty in breathing.
● May have limitations in speech and communication.
● May experience difficulty in hand manipulations.
● May require frequent therapy, surgery, or medication.
● May need emotional-behavioral & psycho-social support.
● May require assistance in the use of infrastructure or ICT.
● May need preferential seating to participate in ongoing
activities.

2.1.3 Visual Disabilities

2.1.3.1 Blindness and Low Vision
Specific Needs:
● May access information in a variety of ways: braille, audio,
enlarged print, digital formats, screen reading softwares or
other tactile and sensory systems
● May need assistance with orientation and mobility.
● May need preferential seating to participate in ongoing activities
● May need support in concept development.
● May need emotional-behavioral & psycho-social support.
● May require assistance in the use of infrastructure or ICT.

16
 ● May require frequent therapy or medication.

2.1.4 Hearing Disabilities

2.1.4.1 Deaf and Hard of Hearing
Specific Needs:
● May need support in speech and communication.
● May need to learn Indian Sign Language (ISL) and
communication with all.
● May need assistance in understanding verbal
information/directions e.g. difficulty to hear sounds like a class
bell, announcements etc.
● May need preferential seating to participate in ongoing
activities
● May require frequent therapy or surgery.
● May need to use devices like hearing aids and cochlear
implants.
● May require assistance in the use of infrastructure or ICT.
● May need emotional-behavioral & psycho-social support.
● May require note taking assistance through technology or
alternative means such as through peers, etc.
● Providing transition support from school to college or
graduation to post graduation, etc.
● Offering clear instructions or demonstrations

2.1.5 Speech & Language Disability

Specific Needs:
● May have trouble with: Articulation – production of speech
sounds; Fluency, rhythm & flow of speech; or Voice, quality of
pitch, resonance, or loudness.
● May need support in speech and communication.
● May need emotional-behavioral & psycho-social support.
● May require assistance in the use of infrastructure or ICT
● May require frequent speech therapy or other medical
interventions.
● May need preferential seating to participate in ongoing
activities.
17
 2.1.6 Intellectual Disability
Specific Needs:
● May need support in speech, communication and social
skills.
● May need support in cognitive functioning (decision making,
reasoning, problem-solving etc.)
● May need assistance with seating and mobility.
● May need support in hand manipulations.
● May need support to understand information.
● May need support in self-care and daily living skills.
● May need emotional-behavioral & psycho-social support.
● May require assistance in the use of infrastructure or ICT.
● May require frequent therapy or other medical interventions.
● May need preferential seating to participate in ongoing
activities.

2.1.7 Specific Learning Disability

Specific Needs:
● May need support in speech, communication and social
skills.
● May need emotional-behavioral & psycho-social support.
● May need support to comprehend, speak, read, write, spell or
do mathematical calculations.
● May need assistance in understanding verbal and written
information/directions.
● May need emotional-behavioral & psycho-social support.

2.1.8 Autism Spectrum Disorder

Specific Needs:
● May need support in speech, communication and social
skills.
● May need emotional-behavioral & psycho-social support.
● May have associated intellectual or behavioral conditions.

18
 ● May need preferential seating to participate in ongoing
activities.
● May need support in cognitive functioning (reasoning,
problem-solving, etc)
● May require assistance in the use of infrastructure or ICT.
● May be sensitive to bright lights, loud noises, busy hallways,
textures, smells etc
● May require frequent therapy or medication.
2.1.9 Mental Illness
Specific Needs:
● May need support in speech, communication and social
skills.
● May need emotional-behavioral & psycho-social support.
● May have associated intellectual or behavioral conditions.
● May need assistance in academic activities due to difficulties
in concentration, memory, distractibility, impulsiveness,
irritability, fear, anxiety etc.
● May need support in cognitive functioning (reasoning,
problem-solving etc.) due to disorders of Thinking, Mood,
Perception, Orientation, Memory that grossly impairs
judgment, behaviour, capacity to recognize reality, or ability to
meet ordinary demands of life.
● May need preferential seating to participate in ongoing
activities.
● May require assistance in the use of infrastructure or ICT.
● May be sensitive to bright lights, loud noises, busy hallways,
textures, smells etc.
● May require frequent therapy or medication.

2.1.10 Chronic Neurological Condition – Multiple Sclerosis

Specific Needs:
● May need support in motor and/or fine-motor functioning,
locomotor and non-locomotor functioning.
● May need assistance with sitting and mobility.

19
 ● May need support in hand-functioning to manipulate objects,
turn pages, write with a pen or pencil, type on a keyboard,
and/or retrieve study material.
● May require frequent therapy, surgery, or medication.
● May need preferential seating to participate in ongoing
activities
● May require assistance in the use of infrastructure or ICT.
● May need emotional-behavioral & psycho-social support.

2.1.11 Chronic Neurological Condition – Parkinson’s disease

Specific Needs:
● May need support in motor and/or fine-motor functioning,
locomotor and non-locomotor functioning.
● May need assistance with sitting and mobility.
● May need support in hand-functioning to manipulate objects,
turn pages, write with a pen or pencil, type on a keyboard,
and/or retrieve study material.
● May require frequent therapy, surgery, or medication.
● May need preferential seating to participate in ongoing
activities
● May require assistance in the use of infrastructure or ICT.
● May need emotional-behavioral & psycho-social support.

2.1.12 Blood Disorder – Sickle Cell Disease

Specific Needs:
● May need support in motor and/or fine-motor functioning.
● May need assistance with seating and mobility.
● May have limitations in visual acuity.
● May need support in hand-functioning to manipulate objects,
turn pages, write with a pen or pencil, type on a keyboard,
and/or retrieve study material.
● May require frequent therapy, surgery, or medication.
● May need preferential seating to participate in ongoing
activities

20
 ● May require assistance in the use of infrastructure or ICT.
● May need emotional-behavioral & psycho-social support.

2.1.13 Blood Disorder – Thalassemia

Specific Needs:
● May require frequent therapy or other medical interventions.
● May need support in motor and/or fine-motor functioning.
● May need preferential seating to participate in ongoing
activities
● May require assistance in the use of infrastructure or ICT.
● May need emotional-behavioral & psycho-social support.

2.1.14 Blood Disorder – Haemophilia

Specific Needs:
● May require frequent therapy or other medical interventions.
● May need support in motor and/or fine-motor functioning.
● May need preferential seating to participate in ongoing
activities
● May require assistance in the use of infrastructure or ICT.
● May need emotional-behavioral & psycho-social support.

2.1.15 Multiple Disabilities

Specific Needs:
● May need support in speech, tactile sign language,
communication and social skills.
● May need support in cognitive functioning (reasoning,
problem-solving etc.)
● May experience vision or hearing disability
● May have associated intellectual or behavioral conditions.
● May need specific seating to assist in pain relief and postural
control.
● May need assistance with seating and mobility.
● May need support in motor and/or fine-motor functioning,
locomotor and non-locomotor functioning.

21
 ● May need assistance with sitting, mobility, transfers and
ambulation.
● May need support to understand information.
● May need support in self-care and daily living skills.
● May need emotional-behavioral & psycho-social support.
● May require assistance in the use of infrastructure or ICT.
● May require frequent therapy, surgery or other medical
interventions.
● May need preferential seating to participate in ongoing
activities.
2.1.16 High Support Needs
Specific Needs:
● In terms of accessing higher education, a person with high
support needs may require intensive support, in the form of an
attendant/ carer for assistance in activities of daily living
(ADLs), other physical, psychological support and otherwise to
take independent and informed decisions to access facilities
and participate in all areas of life including education, family &
community life, treatment/therapy and employment.

2.1.17 Gender Needs for inclusion

● May need emotional-behavioral & psycho-social support.

2.1.18 Transgender Persons

Specific Needs:
● May need emotional-behavioral & psycho-social support.
● May need support in campus records and documents.
● May require assistance in participation of activities or use of
facilities.

The needs enlisted above across all disabilities are not comprehensive and every
individual or group/sub-group of disability may demonstrate further diverse needs as it
is a contextual and dynamic concept. Hence proper assessment of needs and
documentation of the same is important. The needs may be changing with time and it
may be necessary to repeat the need assessment on request of a person with disability
or on the basis of observations made by the faculty/ stakeholders of HEIs.

22
2.2 Specific Needs : Designing Accessible and Inclusive Curriculum
Universities and HEIs shall require to design accessible and inclusive curriculum in view
of the specific needs of persons with disabilities. Considerations while designing and
developing programmes / courses must include support provisions in Curricular Aspects
that address specific needs at the level of Curricular Design and Development; Curricular
Planning and Implementation; Academic Flexibility; Curriculum Enrichment; and
Feedback Systems.
● Curriculum flexibility with a choice of subjects (both theory & practical).
● Planning for reduced course load, subject waiver, or subject substitutions.
● Offering plus-curriculum or expanded-core curriculum subjects.
● Flexibility in course schedules and academic calendar.
● Flexibility in the pace of the course content to allow for multiple speeds for
learners.
● Flexibility in attendance requirements.
● Specify overall learning goals and specific learning objectives relevant to each
diversity.
● Ensuring learning objectives cover cognitive, affective and psycho-motor
domains.
● Offering multiple means of instruction to address a range of learning styles.
● Suggesting multiple options for students to demonstrate learning (e.g.
assignments that are writing-based, problem-based etc.)
● Offering a variety of pedagogical choices in each discipline for diverse learning
styles and functional needs (e.g. lecture, team-based learning, problem-based
learning, Socratic method, simulations, role-play, debate, service-learning etc.)
● Developing clear rubrics and grading criteria.
● Flexibility in good quality assessment and evaluation methods.
● Availability of syllabus in various accessible formats as per the need of the
student (digital copy, hard-copy, braille, large-print, images with verbal
descriptions, Indian Sign Language formats, appropriate colour schemes, etc.)
● Include a list of reference material, reading material and textbooks that are
available in accessible formats (eg. Visual media with subtitles, digital material
compatible with screen readers etc.)
● Include a clear statement of how it addresses issues of diversity, inclusion and
overall engagement.
● Developing a checklist for resources or accommodations that students may
need to maximize their learning (both offline and online classroom).
23
For details in relation to curriculum development and implementation, Chapter 6 be
referred.

2.3 Special Needs : Admission and Promotional Activities

All promotional activities including advertisement and surveys to measure/analyze the
effectiveness of courses/campus activities. These will also include support in:
Admission Processes; Advertisement Notification; Filling of Admission Forms;
Processing for Admission; Counselling; Admission; Induction & Orientation.
● Ensure admission announcements and advertisements are circulated in
accessible formats.
● Ensure that the content on the website, email and social media campaigns can
be read by various assistive technologies; enlarged; meets color and contrast
ratio requirements; includes alternatives for visual content; videos use closed-
captioning and description.
● Encourage the translation of e-content in Indian Sign Language formats
progressively.
● Ensure events and interviews (in-person or virtual) are offered in accessible
venues and formats.
● Offer alternative communication support at all stages/processes of admission.
● Offer multiple formats for program information, such as large print, audio or
video information.
● Offer multiple formats for Application Forms, such as digital, large print, braille,
etc. also include a sample filled-in form.
● Make sure online materials and tools meet WCAG compliance.
● Include diversity and inclusion statements and information about how to access
accessibility resources throughout admission materials.
● Include information on resources on campus providing student support that is
not stated in the syllabus such as counselling center, LGBT resource center, etc.
● Make it clear that you value and respect their diverse backgrounds and
identities.
● Work collaboratively with student support services to ensure an easy transition
for enrolled students.

24
2.4 Special Needs : Administrative and Support Aspects
Universities and HEIs shall facilitate the provision of accessibility in administrative and
other supports needed by diverse individuals with disabilities. The HEIs / universities
shall ensure proper need assessment through their Disability / Equal opportunity Cell.

Provision of support at all activities for effective transition of students into the system,
including Registration; Academic Support; Facilitating Stay & Conveyance; Fee
Submission; Sponsorship; Time Table, Schedules and Academic Almanac; Grievance
Redressal; Release/Delivery of Marksheet, Certification, Diploma, Transcript, Migration
etc.; Counselling (Pre-exam, post-exam, career-planning etc.); Fellowship and
Scholarships; and Capacity Building of Staff.
If the HEI / University has medical facilities on campus, further facilitation of medical /
therapeutic support be extended.
For each category of disability, accessibility considerations include measures for
supporting: Mobility; Hand manipulations; Therapy and Medication; Speech &
Communication; Vision; Emotional-Behavioral support; Psycho-Social Support; Cognitive
and Intellectual Skills; Self-Care & Daily Living Skills; Healthcare needs; Use of
Infrastructure; Use of Information and Communication Technologies (ICTs) etc. Some
examples of measures may include:
● Creating a universally accessible environment at campus & it’s various facilities
ranging from administrative to academic, mobility to residential facilities.
● Offering course waivers or substitutions or option of reduced course load.
● Flexibility with attendance, timetable/schedule etc.
● Allowing the use of assistive aids and technology.
● Providing conveniently located parking.
● Providing an opportunity to reschedule classes to an accessible location.
● Allowing service animals in facilities.
● Providing priority registration facility.
● Providing advance notice of class schedule and/or room changes.
● Familiarizing the student with the layout of the campus, classroom, laboratory &
all facilities, noting the closest exits and locating emergency equipment etc.
● Facilitating raised line campus maps and tactile models of graphic materials.
● Offering advance notice of class schedule and/or room changes.
● Releasing results and documents in accessible formats like large-print, braille, a
digital format supported by technology etc.

25
 ● Providing assistive lab equipment eg. Talking calculators, light probes, tactile
timers etc.
● Releasing results and documents in accessible formats like large-print, braille, a
digital format supported by technology etc.
● Ensuring accessible websites, social media, online materials/tools with WCAG
compliance.
● Establishing diversity-friendly communication benchmarks.
● Safety, privacy and confidentiality measures.
● Assigning teaching assistants.
● Measures to showcase access, enrolment, retention, participation and
achievement.
● Formation of alliance clubs etc.

Other specific considerations for Visual Disabilities (Blindness & Low-Vision)

● Providing academic support through Plus-Curricular (Expanded Core-
Curriculum) Activities
- Braille Reading & Braille Writing
- Orientation & Mobility
- Independent Living Skills
- Sensory Training –Efficiency skills to use hearing/touch/smell/taste,
optical devices.
- Use of mathematical devices such as Taylor’s Frame & Abacus
- Compensational skills are necessary for accessing core curriculum like
concept development, organization & study skills, tactile graphics, audio
material etc.
- Social Interaction Skills
- Recreation and Leisure Skills
- Career Education
- Assistive Technology
- Self Determination skills like choice-making, decision-making, problem-
solving, personal advocacy, goal setting, conflict resolution etc.

Other specific considerations for Hearing Disabilities (Deaf & Hard of Hearing) &
Speech and Language Disability
● Making sign language interpreters available.

26
 ● Providing visual alternatives for sound-based information like class-bell or
verbal announcements.
● Providing academic support through Plus-Curricular (Expanded Core-
Curriculum) activities:
- Audiology
- Career Education
- Communication (Oral/Auditory-Oral; Verbal Uni-Sensory; Sign Language;
Total communication)
- Functional Skills like study and organization, concept development,
cultural awareness etc.
- Self-Determination and Advocacy
- Social-Emotional Skills
- Using interpreters and transliterators
- Technology

Other specific considerations for Intellectual Disability, Specific Learning Disability,

Autism Spectrum Disorder, Mental Illness, Multiple Disabilities and High-Support
Needs:
● Providing Transition support from school-to-college or graduation-to-post
graduation etc.
● Providing Scaffolding or step-by-step guidelines of each administrative
aspect.
● Offering highly structured instructions or demonstrations to be presented in
more than one way.
● Providing academic support through Plus-Curricular (Expanded Core-
Curriculum) Activities
- Self-Help and Independent Living Skills
- Therapeutic support for speech, physio, occupational or sensory needs
- Compensational skills are necessary for accessing core curriculum like
concept development, organization & study skills, tactile graphics, audio
material etc.
- Social Interaction Skills
- Recreation and Leisure Skills
- Career Education
- Assistive Technology

27
 - Self Determination skills like choice-making, decision-making, problem-
solving, personal advocacy, goal setting, conflict resolution etc.

2.5 Specific Needs : Teaching and Learning

Provision of support at all processes linked to learning and skill development, including:
● Student Enrolment and Profile
● Catering to Student Diversity
● Teaching-Learning Process
● Teacher Profile and Quality
● Evaluation Process
● Student Performance and Learning Outcomes
● Student Satisfaction Survey
● Getting along with the Theory curriculum
● Getting along with Practical curriculum
● Availability of Accessible Learning Resources
● Assignments, Projects & Course Works
● Participating in learning programs of other Departments
● Participating in Campus Life Activities
● Participating in Competitions and Events
● Participating in Excursions and Tours
● Considerations during Holidays
● Library & Reading resources
● Digital accessibility

Some examples of support for Physical Disability-I

● Use of note-takers and appropriate assistive technology
● Provide digital copies of the text (along with a complete list of accessible
reference documents)
● Ensuring all off-desk activities are physically accessible or provide alternate
assignment options
● Including the students while forming study/ work groups
● Giving extra time for assignments/presentations
● Modification in seating / furniture

28
Some examples of support for Physical Disability-II
● Extra time to reach the class, complete assignments/projects etc.
● Permission to record lectures in audio/video mode.
● Permission to briefly leave or move about during the class
● Giving multiple options to demonstrate learning (e.g. assignments that are
writing-based, problem-based etc.)

Some examples of support for Visual Disabilities (Blindness & Low-Vision)

● Allowing the students to determine the ideal sitting location to see, hear and
if possible, touch the presented material.
● Assisting the students in labelling lab materials so that they are easily
identifiable.
● Verbal description of class activity, such as when a show of hands is
requested, stating how many hands were raised.
● Voice recorders, computers, digital slates, styluses for note-taking.
● Permission to audio/video record lectures.

Some examples of support for Hearing Disabilities (Deaf & Hard of Hearing)
● Seating which allows a clear view of the instructor, interpreter and the
board.
● Visual aids including captioned videos.
● Access to word-processor, use of an ISL interpreter for directions.
● Supplement with written instructions, assignments and directions.
● Providing unfamiliar vocabulary in written form, on the board, or in the
handout.
● Permission to audio/video record lectures

Some examples of support for Speech & Language Disability

● Permit time to speak without unsolicited aid in filling the gaps in their
speech.
● Modification in assignments such as a one-to-one presentation or use of
the computer with voice synthesizers.
● Alternative assignments for an oral class report
● Use of assistive devices and alternative communication methods

29
Some examples of support for Intellectual Disability, Specific Learning Disability &
Autism Spectrum Disorder
● Allow students to focus on parts of a topic /project; rather than the entire
concept.
● Word processor with spell-check and/or voice output to provide auditory
feedback
● Transition support during time-table
● Allow for choice in assignments
● Provide breaks during classes (if needed)

Some examples of support for Mental Illness

● Preferential seating arrangement (near or door or at the back of
classroom etc)
● Assistance with time-management and study skills
● Pre-arranged or frequent breaks
● Personal and private feedback

Some examples of support for Chronic Neurological Conditions and Blood Disorders
● Allow frequent breaks to go to drink water, washroom, medical room/take
medicine during class.
● Allow occasional rest from curricular activities.
● Providing recorded lectures/course material
● Extreme care for hygiene and cleanliness

Some examples of support for Multiple Disabilities and High Support Needs [ such as
Deafblindness, etc.]
Persons with deafblindness shall be provided support through
● Study material in braille
● Tactile sign language interpretation and
● Provision of Assistive Technologies like braille note takers.
However, persons with multiple disabilities including deafblindness shall also be
supported through

30
 ● Scaffolding or step-by-step guidelines for each task/activity
contextualised for their specific needs
● Assistance in performing classroom and personal care activities
● Support in classroom mobility and communication
● Sensitivity for challenges in concentration, distractibility, time
management, cognitive abilities, social skills etc.

Some examples of support for Gender needs and Transgender Persons

● Gender friendly classroom environment and transactions
● Develop positive self-concept and self-esteem among students.

2.6 Special Needs : Assessment, Examination and Evaluation

Provision of specific need support at all academic procedures pertaining to continuous
assessment and examination, including:
● Preparation for examinations
● Availing additional coaching & training for competitive examinations
● Continuous Support for examination and evaluation
● Appearing examinations
● Evaluation
● Access to results & related procedures of re-evaluation, re-totalling etc.

Some examples of support for sub-categories of Physical Disability – I & II

● Alternate test formats such as use of readers, written exams etc.
● Use of scribe or speech-to-text software to record answers to an exam
● Extended time for examination
● Alternate test locations
● Use of computers/ aids/ devices during exams etc.

Some examples of support for Visual Disabilities (Blindness & Low-Vision)

● Compensatory time for examination.
● Provision of braille/large-print question paper or alternate test formats
such as audio, use of readers etc.
● Use of computer or assistive technology

31
Some examples of support for Hearing Disabilities (Deaf & Hard of Hearing) and Speech
& Language Disability
● Substitute oral exams/ viva etc with written or any other alternative
modality.
● Providing an alternate non-verbal way for exam bell or announcements.
● Allow use of hearing aids, cochlear implants and communication devices.
● Compensatory time for examination.
● Learners with communication impairments must be provided with the
opportunity to express themselves and learn using alternative or
augmentative communication. This may include but is not limited to
provision of Indian sign language, low- or high-tech communication aids
such as tablets with speech output, voice output communication aids
(VOCAS) or communication books.
● State parties should invest in developing expertise, technology and
services in order to promote access to appropriate technology and
alternative communication systems to facilitate learning. Substitute oral
exams/ viva etc with written or any other alternative modality such as
Indian Sign Language.
Some examples of support for Intellectual Disability, Specific Learning Disability &
Autism Spectrum Disorder, Multiple Disabilities and High Support Needs
● Alternate modalities for examination and evaluation; or alternate/adapted
question papers
● Quiet, distraction-free examination area
● Breaks during exam
● Exam given by page or by section
● Scaffolding or step-by-step guidelines for examination.

Some examples of support for Mental Illness

● On-demand examinations
● Extended time for exams or breaks during exams.
● Quiet, distraction-free examination area
● Exams given by page or by section

32
Some examples of support for Chronic Neurological Conditions and Blood Disorders
● Extended time for exams
● Use of scribes
● Exam modifications eg. Shorter exam duration, on-demand exams etc.
● Allow breaks during exams for washroom, taking medication, moving
around etc.

2.7 Specific Needs : Student Activities

Provision of specific need support at major students’ activities which will be conducted
and facilitated by the student council, including Student Support and Progression;
Campus Life; Student Participation and Activities; Alumni Support and Engagement; Peer
Group Development; Campus Recruitment etc.
The student council must engage with the diverse group of students, and work closely
towards accessibility considerations for:
● Promoting an environment conducive to educational and personal
development
● Enhance communication between students, management and staff
● Promote friendship and respect among pupils
● Represent views and concerns of students
● Assist with induction and/or mentoring for the first year of study
● Contributing to the development of college policy etc.

2.8 Specific Needs : Additional Considerations

While modifications will always be necessary for some capacity for improving and
ensuring accessibility; and it can only be improved if we listen openly to hear from the
experiences of fresh applicants and persons with disabilities.
We must also update ourselves to learn from disability scholars on the latest research
and best practices, and critically think about existing traditional processes and
practices.
While a host of resources already exist for improving accessibility, that has been
developed by the National Institutes, NCERT, NGOs, DPOs, State and Central level
organizations, UGC etc; there is an urgent need for convergence to develop a
comprehensive document.
Additionally, to ensure full and equal access to university programs and facilities, a
holistic approach must include considerations for providing:

33
 ● Additional Health-Care Support
● Support for Remedial Education
● Support for Plus Curriculum
● Therapeutic Support
● Mental Health Support
● Wellness Support
● Support during Pandemic and Disaster
● Access to online education
● Accessible web/video conferencing platforms that support assistive
technologies etc.
Accessibility considerations must cover all aspects of assuring that persons with
disabilities can participate and have the same choices as their typical peers. It must be
ensured to remove any barrier that stops, impedes, prevents or causes difficulty for an
individual to fully participate in all aspects of higher education. Considerations above
will help design an environment that is free from architectural/physical;
systemic/organizational, information/communication, attitudinal and technology
barriers.
HEIs are encouraged to invest in developing expertise, technologies and services in
order to promote access to appropriate technology and alternative communication
systems to facilitate learning for all kinds of disabilities.

-------------

34
 3
Accessible Information,
Communication and

Learning Resources

 3
Accessible Information,
Communication and Learning Resources

Access to information principally implies a focus to create and provide information for
diverse purposes in higher education including moving to and around the campus,
interacting with administrative systems, participating and engaging in learning activities
and anything else that’s considered part of a higher education environment. Information
and Communication Technologies (ICTs) play a vital role in today’s learning
environments and in enhancing accessibility to information. As a guideline, it is
recommended that all HEIs and universities shall strive to integrate the best possible
ICTs and other means of communication to ensure access to information to diverse
users including ones with visual and hearing impairments. This chapter shares further
insights into various dimensions of accessibility provisions through ICTs for
implementation across HEIs and universities across the nation.

3.1. Procurement Guidelines to ensure ICT Accessibility

Similar to the accessibility of the built environment, it is essential to ensure accessibility

of information and communication technology infrastructure for full participation of
persons with disabilities as employees or as students of higher education institutions
and universities. For example, if the biometrics and software-based attendance system
of the institution are not usable with speech or haptics output, then persons with
blindness will not be able to mark their attendance.

Section 16 and 17 (Chapter 3 on Education) and Section 42 on Access to Information

and Communication Technology of the RPWD Act 2016 make it mandatory for all
educational institutions to make their environment including ICT infrastructure
accessible for persons with disabilities.

Bureau of Indian Standards (BIS) has notified standards on ICT accessibility, namely IS
17802. These standards define what accessible ICT products and services mean. It is
essential that all ICT products or services procured or created by institutions affiliated
with the UGC adhere to these standards.
38
For example, if the institution hires services or creates its website, it must follow clauses
related to the websites within the BIS standard and the conformance requirements of
the standard (these conform to W3C Web Content Accessibility Guidelines Level AA).
The ICT products and services would include websites, apps, learning management
systems, office equipment, software, etc.

Similarly, the specifications drawn for inviting quotations or issuing tenders on ICT
products and services such as computers, software, etc., would need to mention the
clause adhering to the BIS standard ETSI ES 200 381-2 as provided under the IS 17802.
In other words, the institution shall not purchase any ICT devices or services that are not
usable by persons with disabilities.

Accessibility shall be ensured at the time of procurement of any ICT, hardware / software
or services.

3.2. Accessibility of instructional material and learning resources

Instructional materials, written correspondence, circulars, or any other official

documents need to be in a format readable and understandable by all, including by
persons with disabilities. It is the responsibility of the institution that if the content in its
original format is not accessible, then the same is converted to a format that is usable
by persons with disabilities. Section 52(1)(zb) of the Indian Copyright Amendment Act
(2012) allows for such conversion of the copyrighted materials without seeking prior
permission of the copy-right owner.

3.2.1 Standards to be followed for digital content

All education institutions shall ensure that following the universal design principles, all
e-content (online or offline) adheres to the e-content accessibility guidelines issued by
the Department of Education, Government of India[1].
For example, a scanned image of a document is not readable with screen reading
software. Similarly, if an Indian language digital document is prepared using a font that
does not comply with Unicode standards, then such document is also not accessible
with Assistive Technologies. Therefore, it is essential that digital documents have
editable text in fonts compliant to Unicode standards. For ease of reference, the table
below provides a list of accessibility guidelines and their validation tools for different
digital content formats:

39
 Table 3.1 Accessibility Guidelines and their Validation Tools for Digital Content

Content Type Standard Validator

Microsoft Word Office Accessibility Word accessibility

Document Guidelines checker

PDF PDF-UA PDF Accessibility checker

EPUB EPUB Accessibility ACE (Accessibility

Guidelines Checker for EPUB)

Websites, Videos and WCAG (Web Content AXE, WAVE, Etc.

apps Accessibility Guidelines)
or GIGW

Audio DAISY DAISY Validator

Fonts for Indian Unicode ---

languages in all above
types

3.2.2 Content to Be Born Accessible

It is not possible to recreate and republish all digital content in accessible formats after
first creating inaccessible versions of it, such as use of non-Unicode fonts for Indian
languages. Thus, it is essential to follow e-content guidelines right at the stage of
creation of any digital content by the institution, including for creating handouts,
correspondence, instructional materials, question papers, and any other documents and
publications. This saves duplication of effort and resources. At the same time, digital
content adhering to the e-content accessibility guidelines provides a rich reading
experience for everyone, not just for persons with disabilities.

For this purpose:

● Organize awareness events and training for content producers and publication
divisions
● Issue clear guidelines for content creators regarding accessibility practices

40
 ● Ensure accessibility guidelines form part of all processes drawn for content
creation and production

3.2.3 Service to convert instructional materials into an accessible format

Instructional materials such as prescribed books, recommended readings, books

suggested by faculty to their students or the handouts provided by them, etc. need to be
in a format that persons with disabilities could read themselves. It is the responsibility
of the institution to convert the instructional materials into accessible format if the
original format of the materials is not accessible. For example, hard copy print books or
photocopied materials are not readable by persons with blindness, low vision, dyslexia,
etc. If such learners are in the classroom, then institutions need to provide a service to
make all required instructional materials in accessible formats such as accessible EPUB,
braille, large print, audio, easy to read, plain language, and sign language, etc. Choice of
the format would depend not only on the disability but also on the availability of assistive
technology or skill level of persons who need such accessible materials or the choice of
learners with disabilities.

Note: If instructional materials are converted to the accessible digital format described
above, then the same can be delivered in multiple formats such as braille, audio, or large
print as per the requirements of the persons with disabilities. Thus, in most cases,
providing instructional materials in accessible format involves the conversion of hard
copy materials into accessible digital format.

It is also preferable that persons with disabilities are provided with assistive technology
such as computer/smart phone with screen reading software, refreshable braille display,
DAISY player, etc. so that institutions can focus on the conversion of materials in
accessible digital format. This digital document will then become audio, braille, or large
print on the device of the person with disability. For example, if a person with blindness
needs his/her materials in braille, then, it would be preferable to provide such students
with a refreshable braille display along with the digital text readable on it. Similarly, for
persons with hearing disabilities, the material should be provided through sign language
or evolving technologies for Indian sign language translation.

Suggested workflow for institutions is:

1. Faculty and students with disabilities determine required instructional materials in

an accessible format

2. Requirement is given to the designated person of the institution

3. Designated person organizes accessible format copy of the instructional material

through

41
 a. Searching resources of accessible format books and if not available in an
accessible format already, then:

(i) Get material converted to accessible format through book conversion facility
within the institution or

(ii) Get the book converted through external resources such as conversion
companies or NGOs providing such services on paid or voluntary contributions.

b. Upload the accessible book on Sugamya Pustakalaya (national repository of

accessible format books)

c. Deliver the book in the desired format to persons with disabilities or inform
them that their book has been made available on Sugamya Pustakalaya from
where they can download the book.

3.2.4. Sugamya Pustakalaya

Sugamya Pustakalaya is a shared online library of accessible format books created

jointly by the Government of India and Non-government organizations. It can be
accessed online through www.sugamyapustakalaya.in. The key objective of this online
repository of accessible format books is to avoid duplication of conversion of books in
an accessible format. Conversion of instructional materials in accessible format needs
a lot of financial and human resources. Instructional materials required in one institution
would be useful for many institutions all across the country. When there is a need for
any book in an accessible format, institutions need to search for the book on Sugamya
Pustakalaya. If the book is not available there, then only the conversion of the book in
accessible format should be done and then uploaded on Sugamya Pustakalaya to add
the same to the national collection.

Sugamya Pustakalaya has been created as a secure distribution system of accessible

format materials produced under copyright exception for persons with print disabilities.
It is part of the Accessible Book Consortium (ABC), Global Book Service hosted by the
World Intellectual Property Organisation (WIPO). Partner libraries across the globe
contribute their collections of accessible digital books to the ABC catalogue under the
framework set out in the Marrakesh Treaty to facilitate access to published works for
persons who are blind, visually impaired or otherwise print disabled.

Thus, institutions are required to:

· Subscribe to Sugamya Pustakalaya

· Upload instructional materials and books converted to accessible format on it
· Provide membership of it to all students and faculty with print disabilities

42
3.3 Accessible Communication

Communication is vital for any learning environment and particularly for students with
hearing impairments. To take advantage of their residual hearing, amplification systems
such as loop induction and/or FM system are recommended to be installed as they are
beneficial to access acoustic information including alerts.

To further enhance inclusion, videos in Indian Sign Language (ISL) should be developed
for certain topics, where a deaf educator explains certain concepts in detail in sign
language. It should be an additional link for those who may need it.

The HEIs / universities shall advocate the development of Total Communication

Strategies as part of their academic systems along with digital technological support
through hearing enhancement systems, close captioning, sign language interpretation
and relay services.

3.4 Assistive Technologies for Diverse Needs

Assistive Technology plays an important role in overcoming limitations caused by

disability, especially in education. For example, a computer loaded with screen reading
software enables students with blindness to read and write independently in the same
format or mainstream script as everyone else, making them independent for all their
reading and writing needs.

As part of reasonable accommodation, the institution must ensure that every student or
faculty or employee with a disability associated with them is provided the Assistive
Technology required by them. The device must be accompanied with appropriate
training so that they can fully utilize the Assistive Technology devices. Where relevant
this must be accompanied by awareness-raising activities and sensitization
programmes for different stakeholders such as teachers, family members etc. so that
they are made aware of the usefulness of these solutions and the changes are
sustainable and long-term. It is also essential to create awareness about the latest
developments in the field of Assistive Technology solutions so that associated persons
with disabilities can take full benefit of these solutions and acquire skills to use them for
furthering their quality education and livelihood prospects.

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 For this, institutions of higher education shall:

a) Organise at least one awareness and orientation seminar or workshop per year
on the latest Assistive Technology solutions relevant for quality education and
livelihood prospects.

b) Create or associate with Assistive Technology resource centers where persons

with disabilities could experience and choose appropriate Assistive Technology
solutions with the help of Assistive Technology experts.

c) Provide appropriate Assistive Technology devices to the associated persons with

disabilities at subsidized rates or free of cost.

d) Organise training for persons with disabilities to use Assistive Technology

solutions.

e) Organise awareness and orientation events for the teachers and family members
of persons with disabilities about Assistive Technology solutions so that
capabilities developed through these solutions could be fully utilized and made
part of teaching and learning methodologies. For example events for teachers,
students with disabilities, and their peers on how to create accessible formats of
documents.

f) HEIs would maintain a suggestive list of Assistive Technology solutions that may
be provided under the subsidy scheme to persons with disabilities. A specific
scheme may be formulated for this purpose.

g) Work with persons with disabilities to provide the best service at their visit,
consult local communities and empanelled vendors to integrate assistive
technology into their usage to meet the requirement of a varied range of
disabilities.

https://www.education.gov.in/sites/upload_files/mhrd/files/CWSN_E Content_guidelines.pdf

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 4
Inclusive Mobility
Infrastructure
 4
Inclusive Mobility Infrastructure
Mobility is critical to all forms of life including education. It is therefore extremely
relevant and important to enhance accessibility to HEIs through inclusive mobility
infrastructures keeping in view mobility to, from and in HEIs. This includes physical
infrastructure for mobility like streets, kerbs, side walks, etc. along with para transit
systems that a campus provides for mobility on it’s premises.

All HEIs should get a mobility audit survey conducted of the campus to identify the needs
of accessibility and sustainable mobility infrastructure for the diversity of students and
staff and prepare a ‘mobility action plan’ to implement the same in a time-bound manner.

4.1 Mobility to Campuses of HEIs (Public Transit Systems)

The absence of reliable and accessible mobility options to and from the Higher
Educational Institutions can be a huge barrier for enrolment and retention of students
with disabilities but also staff with disabilities in the higher education system. The HEIs
need to network with the public or state transport agencies to provide sustainable and
accessible public transport facilities to the HEIs campus and back. These public
transport means should respect the travel passes /concessional students passes
provided by the Central or State governments. Until accessible public transport facilities
have been organized, the HEIs should provide suitable accessible transport for attending
the HEIs to persons with disabilities. The accessible vehicles so provided may be either
low floor or with lift facilities and shall have wheelchair restraint systems for enhanced
safety besides other support systems.

Besides the above mentioned focus to evolve campus mobility systems, it is equally
important to ensure that HEIs / universities provide accessible connectivity with diverse
means of transport.

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4.2 Inclusive Mobility on Campus

The universities / HEIs shall ensure first to last mile connectivity on their campuses to
ensure inclusive mobility for all. The HEIs shall provide wheelchair-accessible battery-
run shuttle service vehicles or other appropriate alternates to move within campus to
specific destinations enhancing connectivity . This may also include provision of
accessible mobility services from nearest mobility hubs to the HEI campus. Inclusive
mobility within campus such as from the hostels to the departments, classrooms,
libraries etc. shall require to cater to diverse disability types including invisible
disabilities related to hearing, vision, cognition, etc. The personal mobility for persons
with disabilities shall be enhanced by offering need-based personal mobility devices
such as wheelchairs, battery-run adaptations to wheelchairs, adapted scooters, smart
canes and other assistive technologies as deemed fit by utilizing the existing
government schemes or by introducing new schemes at the level of HEIs. While
assessing the needs, persons with disabilities shall be consulted for their preference and
suitability of the mobility device.

4.3 Street infrastructure within HEI campuses

4.3.1 The HEI campus must develop street infrastructure with accessible pedestrian
pathways that are at least 1800 mm wide for two-way movement. The pathways should
be continuous without breaks and have a firm, level, and non-slip surface and be well lit
for use in low light conditions. Level crossings, traffic calming measures at appropriate
junctions, accessible bollards, tactile pathways, appropriate seating heights in street
furniture and a whole range of elements of mobility infrastructure needs to adhere to
various relevant codes including Harmonised Guidelines & Standards for Universal
Accessibility in India, 2021 issued by Ministry of Housing and Urban Affairs, Govt. of
India.

4.3.2 There should be accessible seating facilities provided along the street in the
campus every 30 meters that don’t block the pedestrian access facility. Enhancing
walkability and making walkways wheelchair friendly is highly recommended as a
priority for all HEIs. Not only this shall promote higher accessibility, but also advance
measures for environmental sustainability. It is therefore important that street and
mobility infrastructures are well designed, regularly monitored and maintained, audited
for accessibility to ensure inclusive mobility for all. Where feasible, mobility alternatives
such as cycling and related infrastructure such as bike-sharing systems should also be
developed in the HEI campus. Similarly, parking spaces including accessible parking
spaces for cars and adapted vehicles shall be earmarked near all important buildings
expecting students and staff with disabilities.

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4.3.3 Accessible Drop off and boarding points should be provided on the campus where
users can safely board and deboard the public / HEIs transport options near the facilities,
units, or departments. Besides the above, accessible parking provisions for adapted
scooters or other mobility devices of persons with disabilities and creation of reserved
car and two wheeler parking be adopted across all HEIs.

4.3.4 Further details for various elements of accessible street infrastructure like kerbs,
kerb ramps, street furniture, tactile pathways etc. may be referred from the Harmonised
Guidelines & Standards for Universal Accessibility in India, 2021 issued by Ministry of
Housing and Urban Affairs, Govt. of India.

4.4 GPS Mapping or Bluetooth beacon-based technologies to enhance orientation

in the campus

While an allocentric understanding of the environment is aided by constructing tactile

and visual maps and by walking through the environment, accessible GPS mapping is a
wonderful means to develop and reinforce an allocentric perspective and aid in easy
mobility and orientation of persons with disabilities particularly those with vision
disabilities within the HEI campus.

The HEIs should enhance the accessibility of the campus by GPS mapping or using
Bluetooth beacon-based technologies so that persons with disabilities can locate
different departments, buildings, services, etc. through the use of technology.

4.5 Signage and Wayfinding

HEIs / Universities need to strengthen the infrastructure for accessible information

systems through appropriate wayfinding systems, digital systems integrations and other
measures across the campuses. For better orientation within the campus, accessible
signage – informative and directional shall be provided in compliance with accessibility
regulations. Visual and Tactile Maps shall be provided uniformly across HEIs /
universities to enhance way finding within the campus and buildings. Raised kerbs or
tactile pavers shall be installed along with the pathways to guide users with vision
disabilities for improved outdoor navigation in a holistic way. Electronic and Digital
Signage Systems embedded with audio support and high visual contrast are also
increasingly used to enhance accessibility for the diversity of users. Font type size of
text, and illumination levels should comply with approved accessibility standards (Refer
Chapter 5, Harmonised Guidelines & Standards for Universal Accessibility in India, 2021)

Signage for emergency systems and alarms needs to be ensured at high priority,
especially guiding to the nearest exits and accessible public assembly areas.

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It is also to be ensured that all signage and information systems are adequately
illuminated and well maintained to facilitate mobility and wayfinding for all.

4.6 Provision of Repair/Maintenance of Mobility infrastructure and devices

The HEIs should make provisions for constant upkeep and maintenance of mobility
infrastructure created and mobility devices given to persons with disabilities, through
annual maintenance programs. Repair Counters can be established for smaller repairs
that do not require replacements and in that case, an alternate device be provided to the
persons with disabilities to continue to take part in the campus activities. It would be
vital to ensure appropriate quality checks for ensuring minimum maintenance issues
while strengthening the maintenance services on each educational campus.

Persons with disabilities should also be given prior training to use the various assistive
devices and equipment.

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 5
Universal Accessibility
in Built Infrastructure
 5
Universal Accessibility in Built Infrastructure
Higher Education Institutes and universities require to not only envision but also ensure
the idea of universal accessibility implemented in all campuses in a time bound manner
across it’s entirety. Each campus of HEI or a university under future planning shall ensure
strict compliance to accessibility norms as issued from time to time by the Government
with a spirit of creating best practices of inclusive infrastructure on each campus. For
all existing campuses, it is recommended to get them evaluated for accessibility through
proper access audits carried out by competent access auditors leading to an action plan
of implementing accessibility in various aspects of built infrastructure of HEIs.
Eventually, a proper certification of “accessibility for persons with disabilities” be
attained to be classified as an accessible campus.
The Access Audit Reports and the prioritized action plan should be placed on the website
of the HEIs. For accessibility of built infrastructure, the standards provided under Rule
15 of the RPWD Rules along with the National Building Code (as updated from time to
time) shall be followed. It shall be mandatory for HEIs/ universities and colleges to
adhere to built environment accessibility standards as above for recognition from UGC.
It is vital to understand that accessibility is a dynamic concept and not a static one. An
accessible built infrastructure if not well maintained or serviced can also become
inaccessible in temporary terms. It is, therefore, crucial that the maintenance and service
of built environment of each HEI is strengthened appropriately to ensure accessibility at
all times and not just at the inception stage. This section focuses on key aspects of
campus accessibility for their built environments and guides the various elements to be
made accessible.

5.1 Site Planning of Campuses

5.1.1. Site planning of HEIs and their campuses involves the overall planning of
educational environments which needs to sensitively respond to a human centric
approach incorporating the principles of universal design from the beginning itself.
Universal accessibility needs to start from the point of campus entrance to the total
experience of being on campus in every facet of it, be it mobility, be it learning, be it
recreation or any other form of activities. Site planning is one of the first steps to ensure

56
the holistic implementation of accessibility in the campus built and unbuilt environment
including enclosed and open space planning.

5.1.2 A wide range of elements require to be designed and planned for accessibility
through site planning. Some of them include kerbs, kerb ramps, side walks, open spaces,
walkways, parking, levels, signage and campus maps, street crossings, street furniture,
tactile pathways, public washrooms, drinking water, etc. Harmonised guidelines for
universal accessibility for India, 2021 may be followed to understand the various
accessibility aspects of these elements.

5.1.3 However, in specific to education environments, it is crucial to sensitively plan and

design for accessible learning and interactive spaces in outdoor environments. For eg.
Provision of all weather spaces for interaction with proper access route for pedestrians
and wheelchairs should be planned for inclusion in the campus sites. Tactile pathways
through use of appropriate materials shall be continuous on these access routes and
make proper interconnections to support independent mobility of persons with visual
impairments.

5.1.4 Site planning needs to ensure access to sports infrastructure for all including
persons with diverse or limited functional abilities or impairments. Access to outdoor
and indoor sports complexes shall ensure equal opportunities for participation in the
overall campus life of a student.

5.1.5 Considering diverse geographical and climatic contexts of India for various HEIs,
appropriate measures need to be taken to ensure access in extreme climatic conditions
like in heavy rainfall led areas, snow contexts or extremely high temperatures, etc.
Design of built forms, their elements and material specifications need to respond to the
above mentioned situations to ensure accessibility at all times.

The HEI campuses should be planned and designed as an integral unit from the very
beginning of the design process incorporating accessibility and universal design and
planning each facility/component from alighting points, pathways, parking, ramps,
tactile ground surface indicators, toilets, and urinals for ambulant and non-ambulant
users, lifts, stairs, signages, etc. The accessibility is not a one-time affair and should be
maintained as universally accessible for the life of the facility or product.

5.1.6 The minute access features, such as stable, firm, level, slip-resistant, and
preferably matt finish surfaces on all kinds of floors, walkway, ramps, and stairs;
installation of circular handrails on both sides for required load-bearing; doors – their
lever handles, widths, opening forces, vision panels and kick plates; heights of
washbasins, controls, commode seats, bevelling thresholds and addressing level
changes, mirrors, TGSI placements, ergonomics, wall signage with raised tactile and

57
braille in good colour contrast, etc need to be ensured meeting the requisite design
standards in the approved national guidelines above.

5.1.7 Pedestrian pathways should be smooth, hard, and have a leveled surface suitable
for walking and wheeling. Irregular surfaces such as cobble stones, coarsely exposed
aggregate concrete, bricks, etc. often cause bumpy rides and should be avoided. The
minimum walkway width for two-way traffic should be 1800 mm. The pathway should
have a tactile orientation to enhance orientation for users with visual disabilities and
have kerb ramps at the crossings. The pathway should connect all sub buildings and
elements in the campus.

5.1.8 Access routes/ Floor surfaces should not have any projections, drops, or an
unexpected variation in level. A vertical clearance of 2100 mm should be ensured on the
accessible pathway and there should be no obstacles protruding into the pathway or
access route. Where unavoidable, protruding objects should not reduce the clear width
of an accessible route or manoeuvring space. Free-standing columns and posts within
an access route should incorporate a band of 200 mm, between heights of 1400 mm
and 1600 mm from the walkway floor surface. Lighting should illuminate the walkway
and lighting fixtures not exceeding a height of 4m from ground level should be provided.
White lighting at an average 35-40 lux be provided to ensure colour contrast of tactile
pavers and visible at night to persons with low vision. Ensure that the lighting poles are
located in tree planting zones and do not reduce the width clearance of pathways.

5.2 Academic Buildings and Learning Spaces

[ Classrooms, Libraries, Laboratories, and other learning environments ]

5.2.1 Academic & Learning Spaces

Academic purpose infrastructure extending into other learning spaces as an integrated

whole shall be made universally accessible focusing on spaces like classrooms, lecture
theatres, seminar rooms, tutorial rooms, laboratories of all kinds, along with all
interactive spaces (both indoor and outdoor) across HEIs.

The academic spaces shall provide easy access to different levels in the built
environment through ramps and lifts and sufficient circulation spaces to manoeuvre and
turn for people using mobility devices or assistive technologies and equipment such as
walkers, wheelchairs, etc. Various controls should be provided at reachable heights and
seating, working and learning tables providing knee clearances of 680-700mm, and
space for approach and use of 900mm x 1350mm.

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5.2.2 Library Facilities

The teaching boards shall be preferably with an adjustable height feature or low height
so that a teaching faculty using a wheelchair or one with a short stature could also easily
use it. Raised Platforms for faculty should be avoided where possible and provided safe
and convenient ramped access, where unavoidable. The seating in the class should be
designed to accommodate students of varied learning styles and abilities. It needs to
ensure adequate manoeuvring space for wheelchairs in the aisles of the classroom
furniture. A typical wheelchair turning diameter is assumed in the range of 1500 to 1800
mm for all general purposes of spatial planning.

The library and knowledge resource centres shall ensure access for all. This involves
having an accessible entrance features along with other aspects of the library facilities
and equipment should be accessible and all open book stacks should be placed at or
able to be pulled down to accessible heights for persons with disabilities. Aisle spaces
shall ensure wheelchair manoeuvrability in library spaces. Inclusive infrastructure and
spatial arrangement should be made for people with hearing and vision disabilities who
need assistance while reading. Wherever library infrastructure poses limitations to
reasonable accommodations, it needs to be ensured that library services are then
rendered to the students / persons with disabilities.

5.2.3 Hybrid Education Accessibility

The built environment of the HEIs should facilitate hybrid and blended modes of
education. Necessary equipment, technology should be deployed in the classroom that
allows hybrid learning possible to include students with diverse abilities. Where students
need support in terms of equipment, data connectivity etc, the same may be provided by
the HEIs under different schemes. Procurement of such equipment and technologies
shall be complying with procurement guidelines referred hereafter.

5.2.4 Illumination in the learning spaces

To improve the education environment, classrooms and learning spaces need good
lighting. Good lighting makes the students feel safe, improves learning. A lighting level
of 250-300 lux is appropriate in a classroom where students spend most of their time
and focus on learning. To draw attention to the area where the teacher is located, to
contribute to the students’ concentration, higher illumination levels of 500-750 lux are
preferable. Lighting should be positioned in a way to provide sufficient lighting on the
face of the faculty so that lip reading is possible for students with hearing disabilities.
Adults require 500 lux as visual acuity decreases with age. Shielded luminaires prevent
irritating glare, keeping eyes fresh for longer.

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For both - a classic blackboard or a modern whiteboard, the area should receive 500 lux,
with a high degree of uniformity to ensure optimum perception and legibility even from
the back of the room. For projection systems, presentations, or use of smart boards, it
should be possible to dim the lighting system or only illuminate parts of the room as per
the requirements and such controls should be accessible.

Flicker and glare is a critical issue in classroom lighting and must be avoided in all cases
as they may cause eye strain and headache beyond disturbing students negatively
impacting the teaching-learning process. LED lighting systems should be used which are
not only energy-efficient but also reduce shadows and improve visibility.

It is encouraged to orient buildings to suit the best possible daylight features with
climate responsive design and ensuring adequate contrast with classroom or space
interiors. Responsive lighting to suit the contemporary needs of projector and digital
based

5.2.5 Classroom Acoustics

Hearing and understanding are important parts of the learning process. A noisy
classroom or a learning environment can make these tasks difficult. The class design
should incorporate elements to ensure that the background noise can be kept to a
minimum to facilitate the teaching-learning. Students with hearing disabilities can
struggle even in rooms with the best acoustics. Good acoustic environment in
classrooms requires to be created through

(a) architectural design of classroom

(b) use of appropriate materials for indoor surface treatment (preferably sound
absorbing materials like soft boards, etc.).

(c) use of appropriate technologies for sound emission like speaker systems,
microphones, etc.

especially for large classrooms or lecture theatres. To ensure inclusion of persons with
hearing impairments in classrooms, HEIs should therefore install and provide for

a.) Appropriate state of the art technologies to augment hearing loss. For eg. Loop
Induction Systems, Digital Interfaces with transcriptions, Speech to Text translations,
etc.

b.) Sign Language Interpretation for all activities academic or non- academic in learning
spaces like classrooms, laboratories, auditoriums, meeting halls, conference rooms, etc.

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5.2.6 Vertical Circulation

HEIs shall ensure that all buildings including their different floors that are open to use by
faculty, staff, or students are accessible through ramp/lifts and all level changes are
addressed for universal accessibility. For vertical rise or level difference up to 150 mm,
kerb ramps or slope ramps without the need of handrails will be provided.

For level differences over 150 mm, ramps shall accompany handrails on both sides at
two levels (700mm, 900mm) that provide the continuous grip/ hold during the entire
incline including at landings.

Many ambulant persons with disabilities negotiate steps more easily and safely. Hence,
it is preferable to provide accessibility by both steps and ramps. Where the horizontal
run of the approach ramp exceeds 9000 mm length, an alternative stepped approach, in
addition to the ramp approach, should be provided for people with ambulatory
disabilities. The ramp gradients (ranging between 1:12 to 1:20) and width (ranging
between 1200mm-1800mm) shall be in accordance with the vertical rise being
addressed by the ramp, as per the approved standards.

Steps/stairs provided shall have a uniform tread and riser of 300mm and 150mm
respectively with handrails on both sides at two levels to cater to people with different
heights. The stair edges shall be provided with a 40mm colour contrasting band to make
the level change discernible to people with vision disabilities. Tactile warning pavers
shall be provided 300mm before and after the ramp/stair run.

Where there is a large change in elevation that requires multiple ramps and landing
combinations, accessible lifts/ elevators shall be provided. A lift that accommodates
1500mm x 1500mm space for 90 degrees turn of a wheelchair inside the lift car shall be
provided, with a preference to a 13-passenger lift. The clear door width of 900mm and
lift controls inside the car and in the lift lobby shall be at reachable heights and other
accessibility features such as braille, tactile controls, audio visual announcements,
handrails, view mirrors, and signage to identify the accessible lift, etc. complying with
the approved standards.

5.3 Assembly Areas / Auditoriums

Large congregational spaces in HEIs or universities like assembly halls, auditoriums,

open air theatres, convention centres, convocation halls or senate halls, etc. have
specific purpose at different times of an year to facilitate various activities. It is essential
that all such spaces known by different terminologies in different campuses to ensure
universal accessibility in their design, layout and in their operations as well.

61
This includes accessible parking provisions (reserved) outside these spaces, accessible
entrances, accessible seating including access to stage / backstage areas ensuring
equity for all.

It should be possible for persons with impaired mobility to access both – the stage and
floor seating area. The floor for a wheelchair viewing space should be connected to an
accessible path of travel and have an unobstructed view at eye level up to 1200mm and
should not be reduced by standing members of the audience. The rows and seat number
identification signs should be in braille and tactile to be legible for visual disability users.

Fig.5.1 Examples of viewing spaces for wheelchair users in assembly areas/ auditoriums (source: NBC 2016)

5.4 Hostels and Guest Houses

Hostels and Guest Houses in the HEIs should be designed based on universal design
and accessibility and have wider doors, controls on reachable heights, and circulation
spaces among other access features. 10% hostel rooms should be made friendly for
wheelchair users and have attached accessible toilets complying with the approved
standards. Guest houses in the HEIs should also have atleast two rooms accessible with
attached accessible washrooms in them. Where student dormitories are provided,
provision of accessible unisex washroom and bathing/shower areas should be provided
on each floor complying with approved standards.

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5.5 Mess, Canteens and Common Dining Facilities

Mess and canteen services provided in the HEIs should be

accessible based on universal design and accessibility and
existing ones should be retrofitted. In self-service canteens/ mess,
tray slides and counters should be mounted at 800mm from the
floor for wheelchair users.

Food shelves should be mounted at a maximum height of 1200

mm and aisle space of a minimum 900 mm should be provided.
Cantilevered tables or tables with straight legs at each corner are
preferable to central pedestals that might restrict wheelchair
access. Stools and high tables are not suitable for wheelchair
users.

Therefore, accessible tables should be provided as well. ( see figure: Height of food shelf and
aisle space for easy access (source: United Nations - https://www.un.org/esa/socdev/enable/designm/AD3-
01.htm ))

5.6 Accessible Sanitary Provisions

Sanitation systems and their adequacy remains one of the critical aspects of
accessibility in Institutions of higher education across the nation. In all HEIs/Universities,
it needs to be ensured that an accessible unisex toilet is made available at all strategic
locations wherever the washrooms for both genders are also made available. Accessible
toilets should always be signposted with international signage of accessibility.

The accessible toilets and others shall follow the Harmonised Guidelines 2021 for the
same. Further, it needs to be ensured that persons with sensory disabilities (visual or
hearing), persons with neuro diverse conditions and several other disabilities may also
require to use the general washrooms with adaptive features like low height washbasin,
low height urinal with grab rails, adapted Indian wc with grab rails and other supporting
features including baby changing stations.

Independent entry and door opening outside should be provided at all locations where a
general toilet is provided. The unisex toilet should be designed to also meet the needs
of persons with high support needs and those with multiple disabilities).

It is recommended to use double action doors which can open in both directions
especially for the accessible unisex toilets.

In the single-sex toilets (male and female), one toilet cubicle meeting the requirements
for ambulant disabled users should be provided (with an internal dimension of 900mm
x 1500mm) with a door opening outside.

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In male toilets, one urinal should be provided for ambulant disabled with front handrail
support with no steps/level difference to access. The law also requires an independent
toilet unit for transgender persons.

The Unisex toilet and Female toilets should have bins to collect used sanitary napkins
and incineration facilities. The toilet facilities in general should have a high level of
hygiene and should be regularly maintained.

(For details, see Harmonized Guidelines 2021 )

5.7 Administrative Spaces

The administrative spaces in the HEIs / universities should also be accessible to

Persons with Disabilities. Means of access through step free entrances or through
ramps and /lifts complying with the gradients and specifications should be made.
Accessible reception counters alongwith assistance and accessible seating and desks
should be provided in administrative offices among other things. Further, offices of
administrative staff shall also ensure accessibility through doorways, maneuvering
spaces, furniture types, etc. besides sensitivity to administrative staff towards persons
with disabilities and others with diverse needs.

5.8 Recreational Spaces, Common rooms, Activity Rooms, Gyms/Yoga Halls,

All recreational spaces, common rooms, activity halls or rooms, gymnasium, yoga halls,
etc in the HEIs should have easy access and be built on the Universal Design and
accessibility parameters with step-free wider access doors. Sports and recreational
equipment should be accessible and space for approach and use be ensured. Where
needed, persons with disabilities be consulted for the installation of specialized
exercise/sports equipment.

5.9 Accessible Parking Facilities

Dedicated accessible parking facilities should be earmarked, signposted within 30

meters of various departments, buildings for cars, and adapted four-wheelers and two-
wheelers with side wheels. Misuse of these facilities by non-disabled users should be
prevented through regulatory means and be progressively monitored.

Parking facilities shall connect with the main entrances of the buildings through a proper
access route facilitating access for all. Tactile pathways to facilitate persons with visual
impairments shall be ensured across all such access pathways.

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5.10 Campus Amenities: Banks, ATMs, Post Office, Shops, etc.

Amenities provided on the campus shall ensure physical accessibility for persons with
disabilities. Banks and ATMs will have ramps with handrails, wider doors for easy
access. The counter height shall be dual so that standing and sitting users could easily
transact in the banks. The ATM/ vending machines installed in the HEIs shall be of low
height with knee clearance, with space for approach and use, and safety features
complying with the approved guidelines. These should be braille enabled and have a jack
or alternative mechanisms for hearing output for people with vision disabilities.

(see figure below. Accessible Vending Machine (source: NBC))

5.11 Accessible Signage in the campus/buildings

People need clear information about the purpose and layout of spaces to maintain a
sense of direction and independent use of a building. Often visual and tactile information
is reinforced by audible information. Information may take the form of visual information
(e.g. signs, notice boards), audible information (e.g. public address and security
systems, induction loops, telephones, and infrared devices), or tactile information (e.g.
signs with embossed lettering or Braille).

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To enhance orientation and wayfinding on campus, all HEIs, should get a signage audit
done for their campus covering the following areas:

a. the location, accessibility, layout, and height of signs;

b. the type of fonts, size of lettering, symbols, and their reading distances;
c. the use of tactile letters and symbols and braille;
d. visual contrast and lighting/signage illumination;
e. the finished surfaces of materials used for signs and symbols;
f. the simultaneous use of audible cues;
g. integration with any other communication systems.
h. tactile maps and models for orientation.

The International Symbol of Accessibility must be displayed at all accessible entrances.

If an entrance is not accessible, directions to an accessible route, including the symbol,
must be provided. Similar guidelines refer to elevators, evacuation and refuge areas,
restrooms and bathing facilities, etc.

Tactile maps or models should be provided to help the visual disabilities users who may
be unable to read signs, and people with hearing disabilities who may not be able to
understand verbal directions for navigating around a building.

The signage material should be non-reflective, preferably a matt finish. It should have a
non-glary and non-glossy surface. Natural and artificial light should be such so as not to
produce a glare on the signage surface. The material of all signage should be chosen to
reduce wear and tear and possible damage by vandalism and at the same time easy to
maintain.

5.12. Accessible Emergency Preparedness

In all HEIs, accessible fire exits should be marked by placing signages. Fire escape plan,
emergency alarm both audio (hooter type) and visual (flashing bulb) to be provided at
strategic locations to be accessible to the users with vision and hearing disabilities. The
evacuation route should be free of any level difference and should be kept free from
obstacles such as furniture, coolers, AC units, flower pots, etc. Signage should be placed
at various important locations. Exit Routes should be at least 1200 mm wide, to ensure
that a person using a wheelchair and a non-disabled person can pass each other along
the route. Fire extinguishers may be placed at strategic locations in the building,
preferably recessed so as not to become protruding barriers beyond the detection range
of white cane in circulation spaces. Assembly points for the area of rescue
assistance/refuge area for persons with disabilities should be earmarked and be made
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accessible through the route that connects them. The earmarked area should preferably
be open to the sky and easily accessible and should also be easy to evacuate from by
the emergency responders.

A communication system that allows two-way communications – both visual & auditory
should be available at the assembly point/ refuge point. Many persons with disabilities
can be active contributors to disaster mitigation such as fire & other emergencies. They
should not be always presumed to be passive recipients of assistance. A fire
extinguisher should be placed at a height of 750-900 mm from the ground so that in case
of emergency, persons with disability can also operate the same. Persons with a
disability should also be trained to use such tools so that they can help themselves and
others in case of emergency. For further details approved accessibility standards such as
the Harmonised Guidelines 2021 and National Building Code may be referred.

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 6
Accessible Curriculum,
Teaching and Learning
Systems
 6
Accessible Curriculum, Teaching and
Learning Systems
6.1. Equitable Access to Curriculum
All students can learn. Disability inclusion in education needs to build systems of
support. Access to education only can be possible with an accessible curriculum.
Self-esteem and learning process is impaired if the curriculum and teaching are
not accessible to some of the students.
6.1.1 Equitable access to education is safeguarded by reducing inequality by
eliminating issues related to curriculum design, teaching and learning. Accessible
curriculum and effective instructional practices bring quality education for
students with disabilities. This leads to a change in people’s beliefs about what
such students know and can do. Inclusive policies lead to inclusive practices and
that ultimately further lead to an inclusive culture in HEIs by creating an
atmosphere where everybody feels valued and supported.
6.1.2. Accessibility is relevant to all individuals and processes associated with
curriculum design, teaching, assessment as well as student support. An
accessible curriculum should be supported by an accessible infrastructure of
student support services and interfaces across the higher education institutions.

6.2. Delivering Accessible Curriculum

Delivering an accessible curriculum is more of a process by means of anticipating
diverse preferences, needs, abilities among students and providing in-built
flexibility and anticipatory adjustment. An accessible curriculum contributes to
equality, inclusion, participation and engagement among students that leads to
students’ optimum learning outcome, satisfaction and wellbeing. The accessible
curriculum not only anticipates and expects diverse needs, abilities and
preferences among its students but also teachers and assessors. Hence
accessibility is a marker of quality in curriculum and a legal requirement.
. Diverse learners are resources, not deficits in the classroom. To ensure equitable
participation in learning, the students should be able to benefit in a meaningful
way from the curriculum and teaching-learning process. Presentation of

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 materials, engagement with material and assessment of learning should be
flexible with required accommodation and adaptations/modifications.
6.2.1. Accommodation is a specific tool or a device or a strategy designed to
support the needs of persons with disabilities. The use of specific
language or media to accommodate the specific needs of a student such
as Braille, screen reading devices, Indian sign language, or Alternative
Augmentative Communication (AAC) are a few examples that ensure
equitable participation.
6.2.2. Furthermore, adaptations or modifications are changes in the level or
method of instruction that a student receives as a result of his or her
specific disability. Additional teaching time, personalized learning support,
reduced difficulty level are a few examples of adaptation. It should be
designed in such a way that accommodation and modifications do not
affect full access to the curriculum.

6.3. Provision of Flexibility and Adjustment in an Accessible Curriculum

An accessible curriculum uses formats, processes and language which
anticipate the need for choices, flexibility and reasonable adjustment in
teaching and assessment. Thus, higher education institutions need to
develop their accommodation policy and procedure to avail these. This
would clearly state about the accommodation plan and its
implementation. Accommodation should include alternate formats and
instructional materials.
6.3.1. The alternate formats should be made available by conversion of one
format into another to make the content accessible. The common
converted formats are: electronic version of print material, print to Braille
or audio or large print, captioning of video, transcription of video or audio
materials.
6.3.2. Choices for instruction materials need to be broadened. Reasonable
efforts should be made by the faculty and institutions to make resources
available such as course text books/e-books, audio/visual multimedia
materials, online course contents. Additional efforts need to be made to
prepare class handouts, a list of required and recommended reading,
assignment information, grading rubrics, test and examination-related
materials.
6.3.3. Difficulty level may be decided as per the learning profile of the student.
The faculty needs to (i) adapt skill level, problem type or rules on how the
learner may approach the work, (ii) allow the use of a calculator, (iii) set up
word bank for weekly vocabulary words, spelling words, (iii) provide page
numbers and paragraph to help students find answers, (iv) simplify written

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 directions by limiting words and numbering steps and pages, (v) simplify
task directions. The faculty should make homework relevant to what has
been covered in class.

6.4. Social-Emotional Learning (SEL)

Besides structured learning, incidental learning in higher educational institutions
(observation, social interaction, Problem-solving) also contributes greatly to the
educational outcomes of the students with disabilities. Equitable access reduces
stress and improves opportunities as well as the capability of the student with
diverse needs to learn from the environment. Social-Emotional Learning (SEL)
plays a significant role. SEL focuses on students' needs for motivation, social
connectedness, and self-regulation as prerequisites for learning. The
development of a safe social and emotional learning climate is a must and also
considered as a prerequisite for SEL through positive acceptance and
interactions by peers and teachers. Students must feel that they have somebody
to speak to when they are worried or upset. The teachers make themselves
available to talk to them privately. The teaching-learning environment needs to
provide opportunities to diverse students to improve their social skills too.

6.5. Adaptations in Teaching-Learning Process

As per need, the faculty may bring modifications or adaptations in the teaching-
learning process in terms of volume of work, time, support, level of difficulty,
participation and physical adaptation.
6.5.1. Reduce the volume of work by considering to; (i) optimise the amount of
copying, (ii) optimise the number of problems, (iii) optimise the number of
terms that the student must learn at one time, (iv)optimise the number of
concepts that need to be introduced in a given time. The teacher needs to
coordinate assignments with other teachers to avoid overload on the part
of the student and reduce homework assignments or modify them when
students get stressed.
6.5.2. Faculty needs to adjust the time in respect of (i) allowing extra time in class
or outside for completion, (ii) providing additional time on task with an
overview of the lesson before actual teaching, (iii) allowing extra time to
complete a project, (iv) allow the student to take short breaks.
Personalized support may be given by individualizing a timeline for a
student for completing a task.
6.5.3. Students need support from time to time. Provide the support by (i)
increasing the amount of personal assistance with a specific learner, (ii)
assigning peer buddies or peer tutors, (iii) providing cooperative work in a

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 small group, (iv) copying notes from the presentation so the student who
cannot write well or listen effectively can have notes to study. The faculty
may prepare additional materials that the student can use at home.

6.6. Accessible Library Resources

The library also needs to follow a reasonable accommodation policy to make the
library resources available in alternate formats, procure multimedia/video
resources and make arrangements to provide alternate and accessible format
materials to the persons with disabilities Library facilities and services should
include talking books library networked through ‘Talking Book Libraries in India’.
Also, the facility should have a print-accessible library so that any content of the
library can be accessible to all including users having disabilities. ‘Bookshare
International’, the world’s largest online library offers an accessible e-Book for
people with reading barriers.

6.7. Universal Design for Learning for Creating an Equitable Classroom

No single method can reach all learners; hence there is a need of having multiple
pathways to achieve the goals of instruction. Universal Design is not just a
technique for special education; rather it is a technique to enhance learning of all
students in an inclusive manner. The faculty needs to consider Universal Design
for Learning (UDL) for the following key .
6.7.1. It follows universality and equity. Planning of learning opportunities must
cover the learning of all students, whatever their level of achievement, and
help each one reach his or her potential.
6.7.2. It follows flexibility and inclusiveness. The planning of teaching and the
time teachers allocate to students’ activities must be sufficiently flexible
to provide real learning experiences for all students, regardless of their
performance level. Students are accommodated through different
teaching strategies and learning materials that are relevant, engaging, and
responsive to their learning needs; that makes use of all the senses; and
that vary in form, level of difficulty, and manner of presentation;
6.7.3. It considers appropriately designed space. A learning environment should
ensure that for example: (i) all students have a clear line of sight, (ii) all
learning materials, including print, electronic, and interactive texts, are
within comfortable reach of all students, (iii) there is adequate space for
assistive devices.
6.7.4. It follows the principle of simplicity. Teachers can avoid unnecessary
complexity and minimize distracting information by (i) Communicating
consistent and achievable expectations, (ii) collaborating with students to

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 construct learning goals, using clear, student-friendly language, (iii)
arranging information sequentially to clarify its relative importance, (iv)
breaking instructions down into small steps, (v) providing descriptive
feedback during the learning.
6.7.5. Safety is a precondition for learning. Classrooms must be safe both
physically and emotionally. They must provide a caring and safe
environment that is engaging, inclusive, and respectful of all students and
promotes student achievement and well-being, allowing every student to
learn to the best of his or her ability.

6.8. Applying Universal Design for Learning

Universal Design for Learning (UDL) as an approach shall be encouraged in
higher education institutions by using a variety of teaching and learning materials
that represent all modalities (i.e., that make use of all the senses, that employ
different media, and so on). Use of multiple means of presentation, at various
levels of difficulty, as deemed appropriate for the students in the class (e.g.,
present information using visual, auditory, and kinaesthetic formats during
instruction; this includes auditory as well as a visual mode of language including
Sign Language). Make varied use of space ensuring flexible models of learning.
Ensure access to various types of information and communication technology
tools to facilitate learning and adequate space and a minimum of distractions, so
that students can concentrate on instructional elements. It is important to ensure
that the classroom is a caring and safe learning environment. Teachers need to
act as facilitators and are encouraged to move out of their comfort zone and
concentrate on (i) listening to the learners from diverse needs, (ii) reflecting on
experience while doing teaching-learning adjustment for all students means ‘all’
including students with diverse needs, (iii) Rethinking for improving the teaching-
learning process on a regular basis.

6.9. Designing Accessible Course Materials

. Developing accessible courses/ course materials is the key task for any higher
education institution to support inclusion. It is important to ensure that the
students with disabilities can engage and interact with the content in a way
similar to the students without disabilities.
6.9.1. Content developers must leverage Assistive Technology to design
accessible courses. For example, videos should be available with captions for
those who have hearing disabilities and there should be audio support for the
students with visual disabilities. Students with visual disabilities should be able
to access content using screen reader technology. If the PDF is simply a scanned
image, the screen reader technology will not be able to read it. Then students with

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 reading difficulties (Dyslexia) have limited abilities to read the printed word and
need access to assistive technologies that allow them to view the word and also
hear it at the same time.
6.9.2. While designing accessible courses, the teachers must consider (i) easy-to-
read fonts, (ii) colour contrast for the text, (iii) simple formatting, (iv) adding
of audio/video files. Avoid unnecessary use of bold and italics. The audio
contents should be prepared to have no background noise. It is important
to include transcripts of audio and video lectures which students can
access with assistive technologies.

6.10. Formulating Internal Policy for Inclusive Curricula and Teaching by HEIs
The HEIs/Universities need to prepare their own detailed internal policy and
procedures for their curriculum along with teaching and learning process by
including the following guiding points.
6.10.1. Curriculum should provide advanced information to students about how
they will be taught, what type of activities they will need to undertake and
how and why they will be assessed.
6.10.2. New teaching and learning strategies should highlight the commitment to
designing and delivering accessible curricula.
6.10.3. Existing curriculum needs to be updated by including teaching methods,
learning outcomes and assessment design to ensure support for diverse
student abilities, needs and preferences.
6.10.4. Expert committee for approval of curriculum or courses should routinely
include an individual who can address matters of accessibility in
curriculum design.
6.10.5. Institutions should develop a code of practice on teaching and learning
that requires lecture notes, slides or other course materials to be made
available to the students in advance. Sign language support services (like
sign language interpreters, relay services, training, technology solutions as
services, etc.) also should be made available wherever required.
6.10.6. HEIs/Universities should organize training of its faculty members on
accessible curriculum and inclusive teaching-learning process (for eg. Use
of appropriate pedagogy, augmentative and alternative modes, diverse
means and formats of communication, etc.) or encourage faculty
members to receive similar training from appropriate resources.
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 7
Accessible Assessment
and Examination
Systems
 7
Accessible Assessment and
Examination Systems
Access to education only can be possible with an accessible curriculum and
provisions for accessible assessment or examination systems. Diversification of
assessment helps students having different abilities and disabilities to
demonstrate their learning. Traditional and non-flexible assessment methods
favour students with particular skills and preferences; and it works well for a
particular group of students who have good recall under pressure and have no
disability. Hence HEIs must adopt a range of assessment methods across a
course/program that allows a greater number of students to show their abilities.
An accessible examination system contributes to equality, inclusion, participation
and engagement among students that leads to students’ optimum learning
outcome, satisfaction and wellbeing.

7.1. Need for Accessible Assessment

Providing an accessible assessment is more of a process through anticipating
diverse preferences, needs, abilities among students and providing in-built
flexibility and anticipatory adjustment. It provides equal footing and allows testing
of students’ knowledge, not their disability. Any modification that is used in the
regular classroom that helps the person with a disability, the same should be
provided during testing also.
7.1.1. Assessment of learning should be flexible and it would use required
accommodation, adaptations, or modifications. For accommodating the diverse
needs of a student, a specific tool or a device or a strategy should be used. The
use of Braille, large print, screen reading devices, are a few examples that ensure
equitable participation in the assessment process. Furthermore, adaptations or
modifications are changes in the level or method of instruction that a student
receives as a result of his or her specific disability.
7.1.2. Accessible assessment should be an integral or inbuilt feature of any
assessment. For example, students with visual disabilities have access to the test

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 using a screen reader or students can personalize their view of the questions (eg.
Font type, sizes or colours) or text to speech software can read out questions
loud. This may help students who are dyslexic or with vision disabilities who can
independently access the meaning of questions or accompanying resources.

7.2. Enabling Assessment Process Accessible

To make the assessment process accessible, change in test procedure or
material, timing, setting, scheduling, presentation or response format is required.
The use of assistive devices should be permitted and encouraged. Modifications
used cannot change the meaning or comparability of scores of the tests.
The assessment of students with disabilities needs to consider several
conditions for a realistic assessment.
7.2.1. If the test taker is yet to master the target skill due to insufficient or
inadequate instruction, then the test taker needs to go through an extended
or adapted learning process before the assessment.
7.2.2. If the students lack the necessary capabilities to have access to test items,
then due to certain disabilities they may not be able to respond to the task.
So, the students should be provided training on how to develop accessing
skills.
7.2.3. If the student performs poorly due to limited accessibility, then develop the
accessing skill or modify the test item. For example, assessment of
mathematics may place a high burden on reading skills and subsequently
cause access problems due to reading difficulties rather than math skills.
7.2.4. If the student performs poorly due to inappropriate task presentation itself
due to the design flaws related to an error in a test item, inconsistencies,
omission or insufficient instruction, then assessment/test should have
been properly vetted/moderated for flawless design and accessibility.
To make assessment more realistic, sufficient attention must be given so that the test
has (i) accessible test items, (ii) items amenable to accommodation, (iii) simple, clear
and intuitive instructions and procedure, (iv) maximum readability and comprehension-
ability, (v) maximum legibility.

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7.3. Existing Provisions for Concessions in Examinations for Students with Disabilities

UGC Notification F.No. 6-2/2013 (SCT) dated 14 January 2019 has made the
following provisions for conducting written examinations for persons with
benchmark disabilities as per the guidelines issued on 29th August 2018 by
DoEPwD of Ministry of Social Justice and Empowerment.
7.3.1. The facility of Scribe/Reader/Lab Assistant should be allowed to any
persons with benchmark disabilities as defined under section 29(r) of
RPwD Act, 2016 and has limitations in writing including that of speed if so
desired by him/her (Blindness, Locomotor Disability [both arms affected-
BA and cerebral palsy]).
7.3.2. Persons with benchmark disabilities should be given as far as possible, the
option for choosing the mode for taking an examination, i.e., in Braille, or
the computer or in large print or even by recording the answers as the
examining bodies can easily make use of technology to convert question
paper in large print, e-text, or Braille, can also convert the Braille text in
English or regional languages.
7.3.3. Compensatory time (i.e., extra/additional time) should not be less than 20
minutes per hour of examination for the candidates who are allowed to use
Scribe/Reader/Lab Assistant.
7.3.4. Candidates should be allowed to use assistive devices like talking
calculators in examination (in a case where calculators are allowed), tailor
frame, Braille slate, abacus, geometry kit, Braille measuring tape and AAC
devices like communication chart and electronic devices.
7.3.5. Proper sitting arrangements (preferable on the ground floor) should be
made before the commencement of the examination to avoid confusion or
distraction during the day of the examination. Examination center also
should be accessible to persons with disabilities.
7.3.6. Examining body should also provide reading materials in Braille or e-text or
on a computer having suitable screen reading software for open book
examination. Similarly, online examination should be in accessible format
i.e., websites, question papers and all other study materials should be
accessible as per the international standards laid down in this regard.
7.3.7. Alternate objective questions in lieu of descriptive questions should be
provided for candidates with hearing disabilities in addition to the existing
policy of giving alternate questions in lieu of questions requiring visual
inputs for candidates with visual disabilities.
(For details, the complete guideline may be referred at UGC website or
https://www.ugc.ac.in/pdfnews/7348678_Guidelines_Exam-Divyangjan-JAN-2019.pdf)

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7.4. Considering Accessible and Flexible Assessment Process
. Universities/HEIs may consider further support for the candidates with
disabilities to make the assessment process maximum accessible and flexible. It
may be noted that the support provided or reasonable accommodation extended
to a person with disabilities will be on a case to case basis and will be based on
the specific need of the person and not on the degree or percentage of disability
of the person. This means a person who may not be a benchmark disability
(above 40% disability) may be extended such reasonable accommodation /
relaxation based on their specific assessed needs.
7.4.1. Assessor may consider reducing the volume of work by reducing the
number of test items. While doing so the assessor may consult the
candidate with disability.
7.4.2. Review frequently the student’s needs and preferences for any
accommodations during the test. Individual students may require an
adjustment to their assessment. The student should have been familiar
and availed the similar accommodations and modifications in the class
tests prior to the term-end or final examinations.

7.4.3. If Possible, prepare the student for the examination by giving a pre-test one
or two days before the final test. To make the student confident and
comfortable for an examination, practise similar tests in pairs or small
groups. He or she may dictate answers to a test to a peer or adult (scribe)
Allow additional time to complete the test. Provide the opportunities to the
students to describe their issues and challenges by means of self-
evaluation conferences regarding the test accommodations and
modifications.
7.4.4. While giving an MCQ test requiring a, b, c, d answers, use capital letters and
ask students to give answers as A, B, C, D to avoid confusion of b and d
that may look alike to a student having a specific learning disability.
Eliminate the choices of ‘All of the above’ or ‘None of the above’ in such
tests. Vary formats such as True/False, MCQs, matching, short answers or
essay type questions. If possible, give alternate tests.

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 8
Accessibility of
Resources and Services
 8
Accessibility of Resources and Services
Making provisions of equipment/resources will not serve the purpose unless due
emphasis is given to provide the services and operationalization of the system
effectively. Therefore, all the units under the HEIs need to be integrated to cater to the
needs of the persons with disabilities to achieve the sustainable development goal of
imparting quality education without any barrier and to ensure accessibility on an
equitable basis without any discrimination. Where the persons with disabilities face
barriers, mechanisms for addressing the same should be provided at every level in a
transparent manner. An effective grievance redressal mechanism especially to ensure
accessibility and inclusion must also be created at the HEIs level.
8.1 Integration of Resources and Services in an inclusive way
Resource integration refers to a mechanism that embraces deployment, grouping,
sharing, and exchange of resources within the units of the establishment or with other
establishments involved where proper coordination amongst the units is involved to
obtain the desired result. The different units in the HEIs may integrate various resources
such as physical, teaching-learning, knowledge, software, etc. to attain the desired goal.
Such integration of resources would help the person with disability to have universal
access in all the units along with the movement and the services.
The creation of enabling units for persons with disabilities, equal opportunity cells etc.
are the initiatives that UGC has already undertaken with the notion of resolving the issues
pertaining to providing barrier-free access, provision of coordination services and
assistive technologies, creating awareness and addressing the challenges or difficulties
faced. However, the following measures may also be adopted by the HEIs in this regard:

8.1.1 Integration of resources/services prior to the admission

A pro-active comprehensive system may be developed to accommodate the
admission formalities considering the identified needs of the persons with
disability. The guidelines must be developed with an appropriate mechanism to

90
assist the students with disabilities (physically and/or online) and be published
on the website of the HEIs with fully-operative-communication systems. The HEIs
may designate the officials who will assist or attend to the queries raised and
resolve their problems in the admission process. The admission information
must be displayed on the website with a full description of the process in
audio/video mode with a separate column along with contact details of
designated officials.

8.1.2 Availability of the Resources

After the need identification, all the required equipment/services need to be made
available at all the units (e.g. library, photocopying services area, labs, resource
centers, etc.). The above mentioned resources and services shall be made
available promptly with a minimum lag time.
8.1.3 Remedial Classes
The HEIs shall support the persons with disabilities to cope up with their studies.
All the issues pertaining to teaching-learning aspects shall be resolved timely.
Remedial classes shall be provided to the persons with disabilities in formats and
methods based on their specific needs. However, faculty members may also
voluntarily come forward to provide remedial classes. The HEIs shall make a
record of the number of persons with disabilities opted for the remedial classes
after issuance of present guidelines. (Ref: UGC scheme for funding remedial
classes may be referred to.)
8.1.4 Integration of E-contents

HEIs shall integrate the various technology-based platforms such as

SWAYAM/DIKSHA etc. with teaching-learning considering the diverse needs of
the persons with disabilities. Wherever the e-contents have been made available
or being made available, it shall be provided in different formats accessible to all
the persons with disabilities.

8.1.5 Scholarships & Beneficiary Schemes

Students with disabilities shall be provided with an appropriate and accessible
information along with support regarding applications to various government, private or
other scholarships or beneficiary schemes from time to time.

8.1.6 Internships, Training and Placement Services

HEIs must assist and support students with disabilities to gain successful
employment in the public as well as private sectors after completing their degree
programmes. The various notifications regarding employment schemes,
important dates, application processes, etc. shall be made available in accessible

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formats to diverse students with disabilities. HEIs must play a proactive role in
engaging with various industry partners, bodies and various other agencies for
the field or practical learning through internships or training programmes
alongwith possibilities for final placements in them.
Creating awareness of inclusive employment and potentials of persons with
disabilities across both prospective employers and also amongst student
communities shall remain a regular activity across all HEIs and universities.
8.2 Healthcare and Para-Medical facilities
HEIs must prepare the necessary guidelines and adopt mechanisms to provide
healthcare and para-medical facilities to persons with diverse disabilities in
accordance with Section 25(1) and (2) of The Rights of Persons with Disabilities
Act, 2016. Compliance with these provisions would entail the operationalization
of the system. The paras and sub-paras of 8.1 may be made applicable to take
care of the health facilities of persons with disabilities.
Accessible communication support systems be incorporated in health care
systems for diverse disabilities such as Indian Sign Language interpretation,
Speech to Text conversion facilities, Tactile sign language support for deaf blind,
etc.

8.3 Library Facilities

A library plays a significant role in building the knowledge base of the students.
The persons with disability must be facilitated with library services as per their
needs by providing them with well-structured library building ensuring barrier-free
accessibility, reading material in alternative formats, assistive technologies,
besides having the provision of sensitizing the existing staff to support the
readers with disability in the libraries. In the case of multiple libraries in an
establishment, it should encourage information exchange, resource-sharing
among libraries to meet the varying needs of the readers with disabilities. The
following resources/services considering the varied disabilities that should be
made available to the students with disabilities and these should be read in
conjunction with provisions of Chapter 2 and 3 of these guidelines.

8.3.1 Library services for persons with physical disabilities

Persons with a physical disability may require assistance in performing some of
the physical tasks that may require while accessing the library. The library shall
provide helping hands, adjustable furniture, self-service circulation stations,
accessible toilets, signages for easy movements to assist the reader with a

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physical disability. Nevertheless, the HEIs shall remain committed to provide
library services for the readers with a physical disability, if not covered herein.

8.3.2 Library Services for the persons with visual disabilities

To cater to the needs of persons with visual disabilities and person with print
disabilities, libraries need to provide the service of magnifiers, digital accessible
information system, digitized catalogue, web-braille system, screen readers and
screen magnifiers support with appropriate software such as JAWs, NVDA, Super
OVA, Kurzweil etc., large-print books, scanners, converting documents via OCR
reader, alternate format services, talking notice boards, provision of tactile maps
at conspicuous places, accessible websites and digital libraries.

8.3.3 Library services for persons with deafness or hearing disabilities

The libraries should also provide the services to persons with deafness or hearing
disabilities with assistive listening devices, augmentative and alternative
communication devices, closed or open captioning videos; loop systems, audio
loop and counter loop; Indian Sign Language and telecommunication devices etc.
to facilitate the needs of such readers at libraries.

8.3.4 Library services for persons with cognitive disabilities

Additionally, the persons with cognitive and intellectual disabilities should also be
given due care at libraries and their needs be attended to as per their
requirements. The libraries after admitting the students at HEIs must assess the
needs of such students and provide the services such as content in ‘easy to read’
or ‘plain language’, enlarged print, audio material, spoken-word collection, audio
& video in daisy format to enhance learning and understanding.

8.4 Grievance Redressal Mechanism (GRM)

The University Grant Commission has issued the regulations titled as the
University Grants Commission (Redress of Grievances of Students) Regulations,
2019 vide it Gazette Notification on May 06, 2019, wherein the provision of
constituting Students Grievance Redressal Committee (SGRC) at the collegiate,
departmental, institutional and university level has been introduced. Also, an
appointment of an Ombudsman to hear appeals thereupon has also been made
a statutory requirement. Since the grievances lodged by persons with disability
need immediate attention, the HEIs should make specific provisions to resolve
the grievances of persons with disability routed through SGRC particularly around

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issues addressed in these guidelines. HEIs must ensure an active and accessible
grievance handling mechanism for persons with disabilities. Information about
the GRM should be provided on the website of the HEIs and grievances should be
accepted by email as well. All the grievances must be resolved within 15 days of
the submission of such grievances. Efforts must ensure that the grievances of a
particular type should not come again in observation. The record of such
grievances must be maintained and be made available to the higher authorities
on demand. The regulations shall be updated to include the provisions related to
persons with disabilities during the next revision. [Ref: UGC (Redress of
Grievances of Students) Regulations 2019].
Non-compliance of any provisions of the present guidelines shall invite punitive
action under the relevant provisions of law including the UGC Act,1956.

8.5 General Provisions

8.5.1 Repair/Maintenance of the Equipment or devices

The HEIs shall have a proper record of the equipment, devices etc. provided to the
persons with a disability and the know-how of such devices/equipment. Persons
with disabilities should be trained on effectively using the equipment. These need
to be repaired and maintained timely without any delay. A list of empanelled
vendors must be prepared so that different departments can use the same.

8.5.2 Record Maintenance

All the specific needs required by the persons with a disability must be recorded
by the HEIs through a designated cell/unit/person at the time of admission. The
persons with disabilities must be assisted in preparing such submissions. It
would help the institutions to identify the needs and the action plan to assist such
a student in need. A proper consolidated record of facilities provided and other
information related thereof must be maintained by the establishments.

8.5.3 Capacity building of the Staff/Faculty/Students

The designated Staff must be provided with proper training workshops to
understand the needs of students with disabilities and should be sensitive
towards providing the required resources/services at the time of entering the
particular unit.

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 9
Inclusive Campus Life
 9
Inclusive Campus Life
Achieving an inclusive campus life in an HEI requires a comprehensive approach that
considers how to fully embrace the students, faculty and staff with disability by changing
the culture and not only ensuring accessibility and providing need-based specific
accommodations but also creating an environment of respect and dignity for effective
inclusion of diversity.
Besides meeting various statutory compliances, creating a feedback system from the
students, staff and faculty with disabilities on various barriers will greatly help in
strengthening the inclusive campus life of the persons with disabilities.
9.1 Guiding Principles for an Inclusive Campus
Each HEI should adopt and declare guiding principles of inclusion that promote
equity, access, opportunity and the rights of persons with disability in higher
education and contribute to reducing discrimination against them.
The HEIs should be guided by the principle that all persons who experience
disability have:
• the right to access and participate in education.
• the ability to learn and
• the right to exercise their voice, choice and control in managing their own
educational experiences.
• the right to develop to their fullest potential and to be active valued citizens
in the community.
• the right to an appropriate and adequate allocation of resources to enable
their right to access and participate meaningfully in education.
• the right to be safe – physically, emotionally, culturally and socially and to
be treated respectfully.

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9.2 Preparing HEIs campus for inclusion
The leadership at HEIs / universities should focus on the following to prepare for
larger inclusive life on the campus:
9.2.1 Right attitudes to disability
Campus culture is shaped by the attitudes of administration and faculty
and the lens through which disability is viewed by the various stakeholders
of HEIs. Even when students do not experience outright hostility, many
continue to face barriers such as generalizations and stigma. HEIs
leadership at all levels needs to get involved to counteract common biases
against persons with disabilities while creating an inclusive campus
climate.
9.2.2 Creating a climate of inclusion
Students benefit from a diverse, inclusive campus climate, which helps
prepare them for the world of work and civic and community engagement.
Creating a fully inclusive climate is an ongoing journey of enhancing the
understanding of disability inclusion thus it will always be evolving and
changing and requires constant dialogue and involvement of persons with
disabilities.
9.2.3 Constant reinforcement of inclusive culture
The HEI leadership at all levels shall be engaged in leading, messaging, and
measuring improvements in inclusion. All staff should see their role in, and
contribution to, inclusiveness. On-the-ground action among faculty, staff,
and students need to happen in tandem with support at the level of the
President, Director, Dean, Vice chancellor, or Provost who embrace
disability diversity and the spirit of inclusion consistently and publicly.
9.2.4 Use of right language in the campus
The language used to refer to disability and people with disabilities can be
limiting. One way to change detrimental attitudes or stigma toward
disability is to intentionally use more inclusive language that dignifies
people’s images and expectations. Using positive images of students with
disabilities from different backgrounds can also help to familiarize
disabilities. Talking about disability and using inclusive language starts
with how we define socially constructed concepts such as disability,
diversity, and inclusion.

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9.3 Accessibility in Residential Accommodation / Hostels

The HEIs should incorporate accessibility based on universal design in the

campus residential accommodation and hostels such as step-free entrance,
wider doors, accessible toilets, lowered controls. Existing accommodation should
be made accessible by retrofitting and preference be given to allot ground floor
accommodation to persons with disabilities on the campus. Faculty with
disabilities, staff having a spouse with disabilities, or children with disabilities
should also be allocated accessible accommodation in that preference.

It is equally important to ensure an inclusive model for room allotments in hostels

for persons with such disabilities that they are well distributed into the hostel
environments. This shall, however, be possible only when a hostel is designed or
retrofitted for universal accessibility features.

9.4 Guest Houses

All Guest Houses or guest accommodation facilities in the HEIs shall be

designed/ retrofitted and managed with universal design-based access features
so that it remains accessible to the diversity of guests with disabilities. It implies
developing accessibility and inclusion as core concepts in the delivery of the
same.

9.5 Conference Facilities / Common Facilities

All common facilities and conference facilities in the HEI campus should be
accessible complying with architectural accessibility and ICT accessibility so
that all persons with disabilities can participate in them without any
discrimination on an equal basis with others.

9.6 Physical / Cultural / Sports Promotion in universities

HEIs should not only ensure accessibility in physical spaces for culture, leisure
and sports but also ensure inclusion of various sports disciplines for persons with
disabilities for preparation and organize events in partnership with national sports
bodies such as Blind Cricket, Paralympic Committee etc. This has the potential to
shatter myths about disabilities and provide an opportunity for persons with
disabilities to express themselves in disciplines other than education. HEIs could
also run sports courses at various levels.

9.7 Inter college/ inter-university activities

HEIs should promote, support and organize inter-college and inter-university,

inter-institution activities involving persons with disabilities in different subjects.

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 Such activities, competitions should not always be among persons with
disabilities but persons with disabilities should be encouraged and given
opportunities to participate in all such activities and competitions on an equal
basis with others.

9.8 International University Exchange Program.

Persons with disabilities shall be encouraged and given opportunities to
participate in and travel for international university / academic exchange
programs. For undertaking travel, reasonable accommodation, accompanying
person/carer support where needed and other specific support sought by persons
with disabilities should be included as part of the program and be funded so that
they also can utilize such opportunities as available to non-disabled persons on
the campus.

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 10
Governance and Monitoring
of Accessibility and
Inclusive Practices
 10
Governance and Monitoring of
Accessibility and Inclusive Practices
The governance and monitoring of accessibility and inclusive practices in HEIs shall be
done in two folds. Firstly, the institutions / universities shall develop its administrative
framework for planning and implementation through an expert/advisory committee vis-
a-vis through a designated cell or unit inside the institute. Secondly, accessibility and
inclusive practices should gain further impetus as significant parameters in the
assessment for ranking and accreditation purposes.
Self certification for accessibility in compliance of the provisions of the RPWD Act 2016
followed by third party assessment shall be carried out periodically (on an annual basis)
by the respective HEIs and reports / certification thereof shall be uploaded on their
official websites.
For an overall governance and monitoring of progress of implementation of accessibility
and inclusive approaches, the University Grants Commission shall review the same twice
an year through a competent committee constituted under it’s mandate.

10.1 Accessibility and Inclusive Practices through Institutional Governance

a) HEIs need to create inclusive institutional culture by framing suitable accessibility

and inclusive policies internally and implement these policies for inclusive
practices. The process needs to ensure whether the initiatives are in the right
direction and achieving the desired results and also suggesting necessary
modifications and adaptations. Precisely, some of the primary best practices
consist of constituting a competent advisory board, aligning strategies with goals,
being accountable and responsible, following the code of ethics, defining roles
and responsibilities, and dealing with grievances effectively (as detailed out in 8.4
above). Therefore, to facilitate the students with disabilities effectively, there is a
requirement of a unit that may oversee the effective implementation of the
policies and programs for their benefit.

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b) Considering the need of having a resource centre cum implementation unit in
HEIs, the University Grant Commission has already undertaken certain initiatives
to empower the students with disabilities. The initiatives include schemes of
assistance to universities/colleges for Higher Education for Persons with Special
Needs (Differently- abled Persons) (HEPSN) and the creation of Equal Opportunity
Cell (EOC). With the passing of RPWD Act 2016, the responsibilities of the HEIs
have been increased beyond the activities and facilities that were part of HEPSN
and EOC scheme. Now the HEIs have to strengthen the unit that is responsible for
implementing accessibility and inclusive practices on the campus. For
strengthening the Equal Opportunity Cells/Enabling Units, the HEIs shall follow
the guidelines prescribed by UGC from time to time in strict compliance to the
role and functions defined for such cells/units. A person with disability should
preferably be the coordinator/convenor of such a cell/unit.

c) Each HEI must develop its own action plan preferably for five years with a clear
vision and a year-wise accomplishment. An expert, advisory or coordination
committee must be appointed that meets on a regular basis under the
chairpersonship of the head of the institution/university. The committee shall
include students and faculties/staff with diverse disabilities, parents/caregivers,
Organisations of Persons with Disabilities, NGOs, disability / accessibility experts
and others as deemed fit. The activities of the committee along with the goals
achieved must be highlighted on the HEI / University websites/social media with
evidence.

d) The cell/unit responsible for implementing accessibility and inclusive practices

would also serve as a resource centre. As per the need of the persons with
disabilities, whether they are students or faculty or staff, the unit serving as a
resource centre should provide additional rehabilitation services as much as
possible under the guidance of the expert/advisory committee. This centre may
train volunteers to support persons with disabilities as buddies in the area of sign
language, use of assistive devices and technologies or support them as a reader
to a person with a visual disability or assist them in their mobility in case a person
with a locomotor disability needs support. The cell/unit should facilitate the
participation of persons with disabilities in all activities of the institution including
participation in sports, social, cultural and corporate life of the campus.

e) Each HEI needs to develop its own administrative framework to undertake action
in this area. This must include the procurement policies (ICT, AT, Civil
Infrastructure). It is expected that HEIs undertake self-assessment on an annual
basis of their inclusive practices and accessibility audit.

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10.2 Accessibility Assessment for Accreditation and Ranking of HEIs /
Universities

This section focuses on accessibility and inclusive practices as parameter in

Assessment Framework for Accreditation and Ranking of HEIs. Besides the
pursuit of rankings, accessibility assessment is required to be an integral part of
an enabling framework for creating inclusivity for education.

10.2.1 Institutions of higher education in India are required to respond for their quality of
teaching, research and facilities through various assessment frameworks. The
government effort at quality assessment in the education sector at the national
level was first initiated with the creation of the National Assessment and
Accreditation Council (NAAC – for colleges and universities) and the National
Board of Accreditation (NBA – for technical and professional institutions) in
1994. Further, The National Institutional Ranking Framework (NIRF) was
approved by the government in 2015 to rank institutions across the country.
Several criteria and indicators have been developed to provide a base for
assessment and accreditation. Most of these indicators reflect academic,
administrative, infrastructural, financial and human resources. For example, NIRF
broadly covers “Teaching, Learning and Resources,” “Research and Professional
Practices,” “Graduation Outcomes,” “Outreach and Inclusivity,” and “Perception”.

10.2.2 It is noted that inclusivity and accessibility dimensions are still an evolving aspect
and will get greater emphasis with awareness and understanding in the
assessment, accreditation and ranking process of HEIs. NAAC has a small
weightage to this aspect and it covers (i) built environment with ramps/lifts for
easy access to classrooms, (ii) Divyangjan friendly washrooms, (iii) Signage
including tactile path, lights, display boards, and signposts, (iv) Assistive
technology and facilities for Divyangjan accessible website, screen-reading
software, mechanized equipment, and (v) Provision for enquiry and information:
Human assistance, reader, scribe, soft copies of reading material, screen
reading, font enlargement, etc.
Whereas, NIRF covers a few aspects having three questions only under 'Facilities
for Physically Challenged Students' such as
(i) Do your institution buildings have Lifts/Ramps?
(ii) Does your institution have provision for walking aids, including wheelchairs
and transportation from one building to another for students with
disabilities?
(iii) Do your institution buildings have universally accessible toilets for
students with disabilities?

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 The National Board of Accreditation (NBA) is yet to consider accessibility
components as an important parameter for assessment. The accessibility and
inclusive practices in the HEIs are beyond the current parameters included in their
assessment process.
10.2.3 Thus, NAAC, NBA and NIRF need to consider broad aspects of accessibility and
include them in their assessment, accreditation and ranking process. It may be
recommended to include Accessible ICT, Use of Assistive Technology, Mobility
Infrastructure, Built Infrastructure, Accessible Curriculum, Teaching and Learning,
Accessible Assessment and Examinations, Resources and Services to promote
Inclusive Campus Living. This guideline document may be referred to for this
purpose.

10.2.4 Each HEI / University shall exert to get itself assessed and certified for
accessibility for it’s information systems, infrastructure systems and services
rendered by itself. Accessibility assessment mechanisms shall continue to be
developed and standardised for diverse category and scale of institutions.

10.2.5 The present guidelines shall be treated and considered as supplementing the
existing guidelines, acts, ordinances, statutes issued from time to time to make
the system robust and inclusive for persons with disabilities.

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Higher Education Institute/University An Open Book Symbolic representation for diverse
disabilities and human diversity
Cover Design Concept

The cover conceptualises the theme of

simplicity, clarity and inclusivity in higher
education institutions/universities.

The eight icons in the front and back

cover represents the idea of diverse
disabilities and human diversities as a
key drivers to inclusion on educational
campuses.

The open book at the rear side reflects an

idea of openness as an approach to

embrace accessibility and inclusion in the
institutions/universities as represented
through a connecting built form.

The pastel red shade of the background

embeds the philosophy of warmth and
groundedness as the base to support
inclusivity.
शिक्षा मंत्रालय
Ministry of Education विशव विद्यालय अनु
दान आयोग
Government of India University Grants Commission

Quality Higher Education for All