NEW DELHI: Making campuses physically accessible is only one part of inclusive education. The University Grants Commission (UGC) now wants higher education institutions to rethink how they teach, assess and support students with disabilities. In a comprehensive new set of guidelines, the regulator has outlined practical steps universities and colleges can take to make learning more accessible for Divyangjan students and people with specific learning disabilities (SLD).This document titled Guidelines for the Credit-Based Course on Pedagogical Aspects for Teaching Divyangjans and People with Specific Learning Disabilities focuses on classroom activities rather than infrastructure issues. It calls on institutions to be flexible in designing their curricula, to adopt accessible pedagogy, to modify examination procedures and other things that allow children with different abilities to participate in all their academic activities on equal terms.From accessibility to inclusionThe UGC has stated very clearly that accessibility does not only mean the provision of ramps, lifts or accessible buildings, but implies transformation in each and every aspect of the student’s educational experience from admission, curriculum development, the teaching-learning process, assessment and campus life.To this end, institutions have been asked to incorporate a flexible course structure, reduce course load wherever necessary, relax attendance norms in deserving cases and provide various options to meet students’ academic obligations. In addition, institutions have also been asked to provide study materials in accessible form such as Braille, large print books, digitized texts, audio books, etc.It is suggested that teachers break with the traditional lecture mode and apply a variety of teaching techniques, such as project work, discussions, simulations, role-playing, cooperative learning, etc., to meet the diverse needs of students.Specific assistance for disabilityRather than providing a one-size-fits-all solution, the UGC guidelines provide specific guidance for different disabilities in classroom teaching.Students with visual impairments must have access to braille materials, tactile diagrams, mobility training, assistive technology, and accessible digital materials. For students with hearing impairments, sign language interpreters, captioned video clips, written classroom instructions, amplification devices, and visual aids for verbal instruction are some possible options.Learners with intellectual disabilities, those with autism spectrum disorder and specific learning disabilities may require simple instructions, structured activities, clarification and flexibility to complete tasks. Other recommendations include remedial classes, tutoring services, and assistive communication devices when needed.Students with physical disabilities, chronic neurological conditions, and blood disorders have been advised to be offered appropriate seating arrangements, note-taking support, recorded lessons, flexibility in classroom situations, and access to assistive technology.Examination reforms receive special attentionThe UGC has also recommended various measures to facilitate examinations for students with disabilities. Recognizing that conventional means of assessment may not always be able to assess a student’s true ability, the guidelines urge institutions to offer alternative forms of examination whenever necessary.Some of the suggested measures include additional writing time, scribes and readers, Braille and large print paper, quiet space for taking exams, breaks during the exam, assistive technologies and questions modified based on the specific functional requirements of the person with a disability. In addition, the guidelines recommend that academic results and documents be provided in an accessible format.Institutions are expected to strengthen campus supportIn addition to academics, the UGC has made it mandatory for universities to develop an environment that promotes inclusion on campus. Recommendations include access to websites and technology tools, accessible lab equipment, priority registration, free movement, campus orientation programs, communication and teaching assistants whenever needed.The regulator has also ordered universities to track enrolment, retention and academic achievement of students with disabilities, clearly indicating that outcome-based inclusion assessment is being considered by the regulator.Main points of the UGC guidelines• The curriculum should be flexible to incorporate varied learning abilities.• Study materials should be available in all types of accessible modes, such as Braille texts, digital and audio.• Teaching should be carried out using different modes of instruction rather than just lectures.• Support must be provided in the classroom for the disabled based on personal needs.• Institutions must increase the use of assistive technologies and accessible digital content.• Examination procedures should have options such as alternative formats and additional time.• Universities must provide more guidance, tutoring and remedial assistance.• The campus must make efforts to guarantee accessibility in all aspects.The recommendations are an expression of the wider efforts made by the UGC to ensure that higher education becomes truly inclusive by addressing the various hurdles that students with disabilities face while studying in the classroom. Successful implementation of these guidelines would help institutions ensure that accessibility and inclusion become part of their regular teaching practices.