NEW DELHI: Making schools physically accessible is only one part of inclusive education. The University Grants Commission (UGC) now wants higher institutions to rethink the way they teach, assess and support students with disabilities. In a new set of clear guidelines, the regulator outlined steps universities and colleges can take to make learning accessible to Divyangjan students and people with Special Disabilities (SLDs).This document called Guidelines for Credit-Based Course on Pedagogical Aspects for Teaching Divyangjans and Persons with Specific Learning Disability focuses on classroom activities and not on infrastructure. It asks the institutions to be able to change when they are developing their education, to follow the best learning methods, to change the examination system and other things that will help children with different disabilities to participate in all their education equally.From Accessibility to InclusionThe UGC has made it clear that accessibility does not only mean the provision of ramps, lifts or accessible buildings, but it refers to changes in every aspect of a student’s education from admission, course preparation, teaching method, assessment and school life.For these reasons, institutions have been asked to establish flexible courses, reduce the number of courses if necessary, reduce the calculation rules in cases of eligibility and provide different methods that students need to complete their studies. Apart from this, these organizations have also been asked to provide accessible learning materials such as Braille, large print books, digital books, audio books etc.It is recommended that teachers deviate from traditional teaching methods and use different teaching methods such as project work, discussions, simulations, drama, cooperative learning, etc., in order to meet the different needs of students.Disability supportRather than providing a one-size-fits-all solution, the UGC guidelines provide specific guidance for different disabilities in classroom teaching.Students with visual impairments should be provided with Braille equipment, graphics, pedagogy, assistive technology and computer-accessible equipment. For students with hearing impairments, sign language interpreters, video recordings, written classroom instructions, augmentative devices, and oral teaching aids are available.Students with disabilities, autism spectrum disorders and other learning disabilities may require simple instructions, structured activities, clarity, and flexibility in completing tasks. Other ideas include remedial classes, tutoring services and communication tools to help when needed.Students with physical disabilities, chronic neurological conditions and blood disorders are advised to be provided with appropriate accommodations, help with documentation, recorded classes, flexibility in classes and access to assistive technology.Changes to the exam receiving special attentionSeveral measures have also been recommended by the UGC to make the examination more accessible to students with disabilities. Recognizing that assessment methods cannot always determine a student’s true ability, these guidelines encourage institutions to provide other types of tests when necessary.Some of the measures that have been proposed include extra time for writing, scribes and readers, Braille sheets and enlarged prints, quiet areas for taking exams, breaks for taking exams, assistive technologies and modified question papers based on the needs of a person with a disability. The guidelines also recommend that results and academic records be presented in an accessible format.Organizations are expected to strengthen support for schoolsApart from the students, the UGC has made it possible for the universities to create an environment that promotes integration on campus. These recommendations include access to websites and technology tools, lab access tools, required registration, free travel, school management programs, and communication with teaching assistants wherever necessary.The regulator also ordered universities to keep records of enrollment, retention and achievement of students with disabilities, indicating that an assessment based on the results of inclusion is being considered by the regulator.Key points of UGC guidelines• Curriculum should be flexible enough to incorporate different learning abilities.• Learning materials should be available in a variety of accessible formats such as blind, digital and audio.• Teaching should be done using a variety of instruction and not just lectures.• Disability classroom support should be provided based on individual needs.• Organizations should increase the use of assistive technologies and digital resources.• Test methods should have options such as alternative variables and additional time.• Universities should provide more guidance, counseling and management support.• The company should strive to ensure that access is achieved in all areas.These recommendations are an indication of the major efforts being made by the UGC to ensure that higher education is inclusive by addressing the various barriers that students with disabilities face while learning in the classroom. Effective implementation of these guidelines can help organizations ensure that accessibility and inclusion are part of their training practices.