Disability Guidelines 1 Syllabus Mumbai University by munotes
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@ INDIVIDUALS WITH DISABILITY / SPECIAL NEEDS IN HI GHER EDUCATION:
GUIDELINES OF MUMBAI UNIVERSITY: Same was discussed and approved in BOS –
Special education (AD HOC) 0n 14/12/16 and AC meeti ng on 11/5/17.
___________________________________________________ _________________
DISABILITY GUIDELINES STATEMENT: Mumbai University
INTRODUCTION:
Mumbai University places this Disability Guidelines document as a set of guiding principles to all
departments, colleges and divisions – academic and administrative – with a view to create a
barrier-free, inclusive environment that values div ersity, is free from unlawful discrimination or
harassment and ensures equality of opportunity, dig nity and respect for ALL immaterial of his/her
dis/abilities. Through this Policy, Mumbai Univers ity aspires to enable and enhance the overall
experience of all individuals (students, staff and outsourced associates) including individuals with
special needs and disabilities connected to the Uni versity in various capacities. The aim is to
provide a healthy environment for learning and work ing that covers physical, intellectual,
emotional and social (including sports and recreati on) aspects of university experience.
It is expected that the authorities / individuals ( accountable to ensure diversity enabling
environment in higher education) see this statement in the light of milestone guidelines reflecting
in the ‘universal design of learning’ , Persons wit h Disabilities ( equal Opportunities, Protection of
Rights and Full Participation) - PWD Act (1995), Rights of Persons with Disabilities Bill
- 2016 Passed by Parliament of India on 14/12/2017 , United Nations Convention on Rights
of Persons with Disabilities 2007, and the National Trust (Welfare of persons with Autism,
Cerebral Palsy, Mental Retardation and Multiple Dis abilities) Act 1999 . The provisions
prescribed in these disability related legislations (facilities, Concessions, Exemptions and
reservations) are mandatory to follow for all indiv iduals and institutes . Various processes of
the university and the affiliated colleges (like ad mission, curricular transactions, examination,
placements etc) have to be in tune with these legis lations. Any doubts / disputes / perceived
ambiguities in this connection need to be referred to Disability Commissioner, GOM .
While all the above mentioned provisions are applic able in higher education, MU further intends
to ensure application of these guiding principles, in order to move towards creating a more barrier
free, right based and inclusive environment for ind ividuals with special needs and for individuals
with disabilities who are associated with MU in var ious capacities.
Mumbai University places this statement on disabili ty guidelines in public domain so that all
involved can implement the same in an unbiased and uniform way across academic and
administrative functions and areas of the Mumbai Un iversity.
THE BACKDROP:
Various National and International obligations are facilitating Indian society to be more barrier
free, right based and inclusive. Indian higher educ ation system is no exception. However, the real
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changes are brought about by individuals and organi zational heads by modifying the
activities and strategies in tune with these legal obligations and national policies. For this to
happen, all concerned must understand the disabilit y issues and their roles in ensuring equal
opportunities to individuals with various disabilit ies.
Persons with Disability (Equal Opportunities, Prote ction of Rights and Full Participation) Act
(1995) / Rights of Persons with Disabilities Bill - 2016 Pas sed by Parliament and
National Trust Act (1999) list following disabilities which are entitled for certification and hence
various legal accommodations
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DISABILITY TYPES BENCHMARKED FOR CERTIFICATION
1. Blindness
2. Low-vision
3. Leprosy Cured persons
4. Hearing Impairment (deaf and hard of hearing)
5. Locomotor Disability
6. Dwarfism
7. Intellectual Disability
8. Mental Illness
9. Autism Spectrum Disorder
10. Cerebral Palsy
11. Muscular Dystrophy
12. Chronic Neurological conditions
13. Specific Learning Disabilities
14. Multiple Sclerosis
15. Speech and Language disability
16. Thalassemia
17. Hemophilia
18. Sickle Cell disease
19. Multiple Disabilities including deafblindness
20. Acid Attack victim
21. Parkinson's disease
Legal framework in our country ensures the rights o f individuals with these disabilities. However,
the concerned individual needs disability certifica te to avail various provisions. There are certain
specific norms under which the concerned certifying authorities decide whether a particular
individual is eligible for the provisions or not. T his eligibility for disability certification is
generally based upon the type, nature and degree of that disability. From this point of view, there
are many individuals who may not be eligible for di sability certificate but yet have some specific
special needs . These individuals (who may have special needs but may not be eligible for a
disability certificate) are entitled for any simple accommodations which are based upon common
sense required to reach the services (educational a nd social experiences planned and delivered) to
ALL – without diluting the system and without impac ting the merits of others. For example, an
individual with mild hearing loss may not get a cer tificate of hearing disability (and hence will not
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get 20 minutes of extra time while writing examinat ion). However, his / her special need in terms
of priority seating (a front seat in the classroom) or noise free classroom or written instructions in
place of oral instructions can easily be satisfied to ensure his /her active participation in learning .
No certificate is required for such tuning of learn ing experiences. Satisfying learning needs of
ALL is taken to be a primary task of the educationa l system requiring no prescription of any
authority.
The Indian legal framework and the service delivery model provide for various accommodations
which are generally categorized into:
• Facilities (for example, colleges providing ramp or a sign lan guage interpreter)
• Concessions (for example, additional 20 minutes for writing exa m)
• Exemptions (for example, lowering passing cut of or more grace marks)
• Reservation (for example 3% reservation in public sector educat ion and
employment)
These are expected to be used by these individuals during curricular transactions as well as the
examinations . Beyond these, there are adaptations that are needed by individuals with special
needs (irrespective of they having certificate of d isability or not) while availing equal
opportunities in the college experiences. For examp le, priority seating in classroom, bold print
notes, substitutions of written tasks for oral task s and vice versa, buddy system, multi media
teaching strategies etc. It is the responsibility o f the head of the institution to provide the need
based and appropriate adaptations in teaching learning process and environment. The n eed may
vary as per the type, nature and degree of the disability. However, the accommodations nee d to
be reasonable and without compromising the spirit of learning an d evaluation of ALL.
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India having signed United Nations Convention of Ri ght of Persons with Disability (UNCRPD),
has undertaken complete responsibility of ensuring, modifying and implementing relevant Acts to
facilitate inclusion of individuals with disability . It is the academic leaders and teachers who can
actualize this promise.
These legal national and international obligations have laid a framework for the universities
and colleges to work upon . Various Examination boards, Universities, governm ent bodies and
educational organizations have framed their disabil ity policies which is an extremely welcoming
initiative. Due to lack of awareness or due to comp lex nature of disabilities these policies may
need periodic modifications. Authorities may review the individual requests for
‘REASONABLE accommodations’ in tune with the accomm odations mentioned in the
concerned Acts. UNCRPD defines reasonable accommodation to be “ necessary and
appropriate modifications and adjustments…… to persons with dis abilities for the enjoyment or
exercise on an equal basis with others of all human rights and fundamental freedoms”.
Many organizations and leaders have expressed that ‘providing accommodations without
hampering the spirit of quality of learning and exa mination system is not difficult at all – it is
possible as well as plausible’. As they say - It ju st takes broader outlook, some common sense, a
little bit of web search and a judgment on the case being genuine to ensure the rights of individuals
with diverse needs in any organization.
There are 70 million individuals with disability in India, only 2 % sustain school educational
system to enter college. Let us leave no stone unturned to facilitate their college education. Also,
attention is drawn to the fact that many accommodat ions and adaptations can be provided to
PWDs and SWSNs with no or minimum cost required. Mo reover, as per the GR (Government of
Maharashtra), ‘local authorities shall reserve not less than 3 % in all poverty alleviation schemes
for the benefits of PWDs.
AIM OF THE STATEMENT:
The prime aim of this guiding document is to formul ate measures which will ensure uniform
implementation and monitoring of academic and socia l inclusion of individuals (students and other
associates of MU) who have special needs and /or di sabilities.
OBJECTIVE OF THE STATEMENT:
The Policy document serves to outline the guideline s to be followed to develop and strengthen an
inclusive and enabling learning-working environment in the University for one and all.
The prime objective of the policy is to make an una mbiguous list of reasonable accommodations
(in tune with the earlier already existing regulati ons) entitled to each type of the disabilities and
special needs along with the required procedure, fo rmats and implementing norms to avail / offer
these to appropriate candidates. The policy include s rights and responsibilities of students and staff
who have disability. It also serves to outline the roles and responsibilities of the University and it s
affiliated departments / colleges to ensure fair an d inclusive treatment of staff and students with
disability and special needs.
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MU’S COMMITMENT:
Mumbai University is committed to:
1. Facilitate the process of making University and col lege environment barrier-free as per
the prescribed principles of universal design. This includes building and infrastructure
– existing, that are currently being built and are built in future.
2. Orient and guide individuals associated in various capacities to deal / interact with
individuals with special needs in a right based app roach as against the charity
approach.
3. Ensure implementing reservation, exemptions and con cessions in tune with prescribed
norms in current legislation to individuals associa ted in various capacities having
certified disability in terms of education (particu larly for students) and employment
(particularly for the staff).
4. Ensure implementing curricular adaptations prescrib ed by this policy to the students of
the university / affiliated colleges.
5. Create, adapt and use formats, procedures and norms which will ensure the
implementation of the above points in all activitie s of the university including
affiliation, eligibility, enrolment, curriculum dev elopment, curriculum transaction,
examinations etc.
6. Create a centralized unit / centre / department whi ch will be accountable to maintain
records related to individuals associated in variou s capacities having certified disability
and / or special needs, ensure implementation of no rms, train staff / students (including
curriculum / material development and implementatio n) and suggest developmental
activities. This special body is also expected to w ork upon disability and inclusion
which will facilitate barrier-free inclusive educat ion in not only the university but also
in the community. This can also look at collaborati ons with schools and civil society
for knowledge sharing, workshops and special projec ts.
7. Guide and instruct affiliated colleges to implement the ‘disability guidelines statement’
and to review compliances.
8. Use technology to benefit students with special nee ds. Identify and deploy technology
to benefit teaching-learning for students and facul ty with special needs, wherever
possible.
9. Ensure barrier free Provisioning of learning resour ces and additional facilities in the
library to cater to needs for students and faculty with special needs. This can range
from academic material to additional technology sup port for discovery, access and use
of academic material.
10. Sensitize teaching and non teaching staff on issues related to disability and special
needs.
11. Create, maintain and update the records of individu als with disabilities associated with
Mumbai university to be able to use the information for research and policies.
KEY TERMS DEFINED:
1. Disability guidelines statement: The adequately deb ated and approved document
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released officially by the MU authorities indicatin g specific action points for fulfilling
the set objectives related to making university and affilia ted colleges more barrier free
and inclusive.
2. Reasonable accommodations: Pro-active modifications made in the curricular transaction
(including setting learning objectives, teaching st rategies, learning material, evaluations,
classroom set- up, etc) without compromising the sp irit of merit and evaluation.
3. Public domain: Easily accessible documentation thro ugh website and / or printed leaflets
available at MU campuses and affiliated colleges as reference material for easy and
unambiguous implementation.
4. Appropriate candidate: This statement differentiate s between person with special needs
(having special needs but not being eligible for ce rtification like unlisted disabilities,
certain health conditions or mild degrees of disabi lities) and persons with certified
disabilities. Both types deserve positive attitude and pro active learning opportunities.
However, individuals with certificate of disability form the competent authorities are
entitled for prescribed concessions / exemptions an d reservation. Individuals with special
needs not eligible for certificate are not entitled to avail these legally supported
concessions / exemptions and reservation. Refer to point numbers 8 and 9.
5. Barrier free: Tuning the environment so as to make it as accessible for the typically
functioning individuals with special needs and disa bilities as it is for the typically
functioning individuals without special needs and d isabilities. This includes modifying
architecture, curriculum, strategies and attitudes to suit ALL associated with MU.
6. Rights based: The document and the implementing aut horities believe in creating equal
opportunities not for charity purpose but for contr ibuting towards ensuring rights of those
who have special needs or disabilities. It is a mat ter of ensuring participation of ALL rather
than an act of sympathy and charity.
7. Inclusive education: An ongoing process of creating educational systems which manage
diversities in a more positive way not compromising the rights and the dignity of those
who are ‘different’ from the others in terms of var ious demographic details including
abilities and disabilities.
8. Students with special needs (SWSN): Those students who do not have / cannot get
disability certificate but do have special needs to be able to learn at par with the typically
functioning students.
9. Persons with disability (PWDs): Those students who have certificate of disability
specifying the type, nature and degree of disabilit y by a competent authority.
10. Disability: Those types and degrees of disabilities which are listed in the Indian Acts
related to disability management viz PWD Act and Na tional Trust Act and hence are
eligible to get a disability certificate.
11. Universal design of learning: A concept and strateg y which believes that any educational
system must provide for learning procedures and mat erial which are appropriate to all
learners immaterial of their diverse, minority or i ndividual needs.
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12. Individuals associated in various capacities: This includes: a) the MU staff (teaching- non
teaching, full time / part time / visiting), b) cur rently enrolled students of all departments
and affiliated colleges using either regular or dis tance mode, c) out sourced service
providers of university and affiliated colleges (wh o have special needs / disabilities).
13. Formats and procedure: The template attached at the end of this document to be used by
the claimant to avail the reasonable accommodations (facility / concession / exemption /
reservation).
14. Earlier already existing relevant regulations: Docu ments like: (list not exhaustive)
a. Circular of social justice division of GOI dated 26 /2/2013 (16-110/2003 – DD III)
b. Statement of concessions to be provided to student with LD by Dept of Higher and
Technical education GOM dated 7/8/2004
c. Mumbai high court judgment dated 16/11/2006
d. Guiding principles issues by GOM dated 20/12/2006
e. Circular of controller of examination (MU) dated 21 /9/13 (pariksha/ pa.ni.ka.1353
/2013
f. Circular of GOM dated 30/10/2010 (146/2010/navi-6) on use of 3% budget for the
benefit of the PWDs
g. GR of school education and sports division, GOM dat ed 8/1/16 (2016 - 119 A/SD 6)
THE TERMINOLOGY:
Since it is generally accepted that language impact s the thought processes, it is advised that
appropriate and ‘person first’ language is used in all official and informal communication –
whether written or oral. Examples of often used ina ppropriate terms are listed below with
appropriate options.
1. Handicapped person > person with disability
2. Deaf / dumb / mute > person with deafness or person with hearing loss
3. Mentally retarded person > person with intellectual disability
(Similar addressing system to be used to refer to s chools, teachers or educational systems
like ‘school for the children with disability’ and not ‘disabled school’.
DISABILITY WISE CONCESSIONS / FACILITIES / RESERVAT IONS / EXEMPTIONS:
SENSORY IMPAIRMENTS (Blind, low vision, D/deaf – se vere to profound hearing loss)
1. Oral instructions to be given at the time of the ex amination be written on the boards as well
or at least be repeated clearly after calling for t he attention of the candidate.
2. Individuals with hearing loss are entitled to subst ituting the verbal tasks (like viva, oral
evaluation, group discussion) into written / perfor mance based tasks for a candidate with
mild to profound hearing loss during internal asses sment and the term end final
examination.
3. Individuals with sensory impairments are entitled t o the exemption from studying a second
language. It is more applicable to the candidates h aving hearing loss because of
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the severe nature of the difficulties in learning l anguages. However, the authorities will ensure to
substitute the language learning component with ano ther suitable subject within the capacity of the
candidate with hearing disability. Individuals with visual impairment may be given this exemption
after studying the case carefully.
4. Individuals with visual impairments are entitled to get exam centre close to their homes.
5. Use of talking calculator, abacus, Taylor frame, co mputer with screen reading software or
adapted geometry drawing kit is allowed during lear ning and during the external or internal
evaluation for individuals with visual impairment. They are also entitled to use tape
recorders to record their answers; arrangement for the same has to be made in a separate
room with supporting volunteer.
6. Individuals with sensory impairments are entitled t o additional time during internal
assessment as well as during the term end examinati on. This may be allowed 20 minutes
per hour.
7. Separate question papers in enlarged print may be g iven to individuals with low vision.
8. If possible Braille prints of the question paper be made available to the candidate with
blindness.
9. While assigning the marks coverage of points and un derstanding of the key concept be
given more importance than the length of descriptio n.
10. Scribe (writer) Amanuensis/Reader/Reader-cum-Writer may be made ava ilable to the
individual with blindness. The Question Paper may b e read out, but not explained in any
way to the candidate(s). Such a support to be provi ded free of cost to the candidate. The
scribe / writer should be from the same stream of s ubjects but from a lower class and must
not be related to the candidate.
11. Additional overall consolidated grace marks of 20 p er 1000 total marks may be given to
the candidate with certifiable level of blindness a nd deafness if that is changing the status
of the candidate in the term-end examination from f ail to pass either in one or more
subjects.
12. It will be the decision of the candidate whether to indicate on the answer paper that the
candidate has specific disability. Some candidates may want to share this with the teacher
who checks the paper while others may choose to not mention the same. Exam supervisor
will mention the disability on the answer sheet onl y after the consent of the concerned
candidate.
DISABILITY WISE CONCESSIONS / FACILITIES / RESERVAT IONS / EXEMPTIONS:
NERODEVELOPMENTAL DISABILITIES: (Learning disabilit y, Autism spectrum disorder,
Intellectual disability or Attention Deficit Hypera ctivity Disorder ADHD)
1. Oral instructions to be given at the time of the ex amination be written on the boards as well
or at least be repeated clearly after calling for t he attention of the candidate.
2. Scribe (writer) Amanuensis/Reader/Reader-cum-Writer may be made ava ilable to the
individual with blindness. The Question Paper may b e read out, but not explained in any
way to the candidate(s). Such a support to be provi ded free of cost to the candidate. The
scribe / writer should be from the same stream of s ubjects but from a lower class and must
not be related to the candidate.
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3. Scientific Calculator allowed for Mathematical calc ulations only.
4. Exemption from the requirement of the study of a se cond language in cases that warrant
such an exemption because of the severe nature of t he learning disability of the
candidate(s),
5. The errors of spellings, grammar, completeness of s entences or minor number or symbol
errors committed during answering the questions sho uld be ignored not impacting the
assigning of the marks.
6. Additional overall consolidated grace marks of 20 p er 1000 total marks may be given to
the candidate if that is changing the status of the candidate in the term-end examination
from fail to pass either in one or more subjects.
7. Entitled for substitute questions/ sub-questions wh ere figures, maps or diagrams required to be
drawn (subjects like Geography, Science and Geometry ) for students certified to have disgraphia.
Instead, the questions should be formatted differen tly for them.
8. The question paper may be read out, but not explain ed in any way, to candidates who have
defective eyesight or a certified reading disabilit y.
9. It will be the decision of the candidate whether to indicate on the answer paper that the
candidate has specific disability. Some candidates may want to share this with the teacher
who checks the paper while others may choose to not mention the same. Exam supervisor
will mention the disability on the answer sheet onl y after the consent of the concerned
candidate.
DISABILITY WISE CONCESSIONS / FACILITIES / RESERVAT IONS / EXEMPTIONS:
PHYSICAL MOTOR DISABILITIES:
1. Individuals with physical / motor impairments are e ntitled to get exam centre close to their
homes having barrier free access to the building. T he classroom in which seating
arrangement is made needs to be on ground floor OR easily accessible through elevators
big enough to fit a moving wheelchair OR appropriat e ramp.
2. Individuals with physical / motor impairments are e ntitled to additional time during
internal assessment as well as during the term end examination. This may be allowed 20
minutes per hour.
3. Scribe (writer) Amanuensis/Reader/Reader-cum-Writer may be made ava ilable to the
individual with blindness. The Question Paper may b e read out, but not explained in any
way to the candidate(s). Such a support to be provi ded free of cost to the candidate. The
scribe / writer should be from the same stream of s ubjects but from a lower class and must
not be related to the candidate. The need for the s cribe may be judged on case per case
basis with reference to particular function affecte d.
4. It will be the decision of the candidate whether to indicate on the answer paper that the
candidate has specific disability. Some candidates may want to share this with the teacher
who checks the paper while others may choose to not mention the same. Exam supervisor
will mention the disability on the answer sheet onl y after the consent of the concerned
candidate.
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5. Use of support / adapted / advanced / electronic wr iting / seating material is allowed on
case per case basis with reference to particular fu nction affected.
RECOMMENDED CURRICULAR ADAPTATIONS FOR ALL KINDS OF SPECIAL NEEDS
(Whether they have disability certificate or they d o not have any):
What can college leaders / authorities / teachers / non teaching staff / class fellows ensure and
facilitate?:
Simple day to day tips which help any student anywa ys but make learning meaningful for
individuals with special needs. (List not exhaustiv e)
General points for all concerned: (Needs no / minim um cost)
• Be aware of challenging links in learning due to di sability or special needs but also have
realistic faith in their strengths. Nobody is born without talent. Everything boils down to
opportunity to learn.
• Avoid sympathy and undue exemptions. Avoid getting carried away by self diagnosed
fake claims. Consult disability section or any repu ted re/habilitation organization to decide
when and which candidate is eligible for what accom modations.
• Use common sense and rational thinking to solve rou tine problems in the classroom.
• Involve parents/ other support systems / profession al organizations for creating better
environment for all sorts of diverse learners.
• Have one faculty member / committee as overall in c harge of concerns and challenges of
PWDs. This will identify the accountability with sp ecific individual/s for specific periods.
This could be on rotation basis. This will empower the system and will give opportunity to
all faculty members to learn more about reasonable accommodations. Display this
information for all to know.
• Ensure easy access to soft versions of various form s like admission / eligibility/ exam / re-
evaluation etc.
• Modifying documentations /records / central registe rs / forms to mention individuals with
disability and the provisions they availed.
• Prioritizing financial aids / incentives / reward s ystems addressing role model
performances by the PWDs.
• Organized mentoring system is helpful to all studen ts but it is almost essential for SWSNs
/ PWDs.
• Prioritising SWSNs / PWDs for campus services like transport within campus or medical
services or hostel services.
Architectural facilitators (Benefits all)
• Ramps / lifts / smaller steps / railings;
• Disability friendly corridors, classrooms and toile ts (anti skid but even flooring, bigger
doors, lower height switches and functionaries, spa ce for wheel chairs etc);
• Visual signs and directions in bold and in 2 langua ges;
• Audio support when possible;
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• CCTV;
• Fire fighting system;
• Noise free environment;
• Adequate display of all academic as well as adminis trative information.
Encourage selection of an appropriate seat in a cla ssroom: (Involves no cost)
• Close to the teacher for better audibility/ visibil ity;
• Away from source of noise and visual distraction (w indow/door/ AC box/ generator);
• From wherever the PWD can see the teacher and class mates clearly with easy eye contact;
• Next to someone who is willing and capable of helpi ng with missing links in class notes;
In case if a sign language interpreter is arranged for a student with deafness then both
should be able to see each other and the teacher as well.
Facilitate best practice in Pre-teaching strategies : (Involves no cost)
• Announce topics to be covered next time.
• Provide list of references and other learning mater ials before the actual teaching.
• Suggest / make available audio visual support for learning including referring web
material.
• Provide details of examination/projects/ assignment s in writing rather than mere oral
instructions before the content is taught.
While teaching teachers are requested to : (Involves no cost except for providing technology)
• Write key words/headings/point heads on the board w hile teaching.
• Use technology extensively: overhead projector, AVs , internet, power point presentations,
soft copies of reference material, MOOC (Massive Op en Online Course), LMS (Learner
Management Systems), OERs (Open Education Resources ), Virtual labs, blogs,
Discussion boards etc.
• Facilitate the use of technological aids like Scree n magnifiers, Computer-based screen
readers, Screen readers for phones, Text-to-Speech (TTS), Dictation software, Optical low
vision aids, Digital Recorders.
• Allow audio or video recording of lectures and teac hing sessions.
• Do not avoid communication / eye contact with PWDs because you find the situation
awkward.
• Avoid parallel or simultaneous talks in the classro om. Follow group discussion norms.
Make teaching multi-modal and multi-sensory.
• Restrict unnecessary moments while teaching.
• Make teaching learning interactive which gives feed back to the teachers on level of
understanding.
• Allow linguistic diversities in discussions includi ng use of signs and gestures of the
D/deaf. If possible arrange for sign language inter preter for the d/deaf students or allow
him / her to get the interpreter in the class.
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• Use interactive technology like Whatsapp, google gr oups etc for communication among
learners.
Modifying learning environment: All concerned can:
• Have a noise free classroom
• Ensure well-lit and well ventilated classrooms and other learning spaces.
Encourage note taking which can be shared among stu dents.
• Ensure lecture schedules, important notice/circ ulars/announcement be put up on the
board well in advance
• Make sure changes in schedule, place etc. are clear ly communicated
• If needed, substitute ‘predominantly verbal tas ks’ by other performance tasks (class
presentations) or have paired assignments and proje cts.
Facilitating socialization with classmates: (Involv es no cost) all concerned may:
• Encourage his/her involvement in co-curricular acti vities, celebrations, competitions.
• Help PWD get linked with a group in the class which will work as support system
• Display general posters about inclusive education a nd disability friendly environment
Examination system:
• Indian legal framework has indicated various adapta tions in assessment and examinations.
All certified PWD’s are entitled for the same. It i s appropriate that colleges make
provisions for effective and easy implementation of prescribed facilities, concessions,
exemptions and reservations. All concerned can:
• Know about REASONABLE accommodations (facilities, c oncessions, exemptions and
reservations) needed by individuals with various ne eds.
• Understand that no concessions and exemptions are p rovided as ‘blanket’ provision.
Details of provision are decided by the authority o n case basis depending upon type and
degree of disability.
• Facilitate PWDs availing these accommodations by gu iding them procedures and formats.
• Be part of implementation of provisions
• Maintain appropriate records of such implementation of provisions.
• Maintain the dignity and seriousness of evaluation system.
Diversity friendly College / Dept website
Web sites, just like buildings can be designed to m eet the needs of ALL people, including those
with disabilities. Organizational websites can be i mproved with making these more accessible for
diverse users, highlighting educationally relevant
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information, updating the information periodically, making various forms available on websites
and providing useful links.
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Disability wise adapted library facility :
1. Reservation for schemes like book bank.
2. Allowing buddy transactions for book lending (autho rize classmate signing on behalf of
PWD while lending books),
3. Ensuring access to library spaces and library techn ology,
4. Extra days for book lending,
5. Easy access to book catalogues,
6. Reserved reading spaces.
7. Making technology available for individuals with vi sual impairment. Many manufacturers
produce software’s to enable users who are visually impaired. It is possible for the users to
hear what appears onscreen. Some software provides output in Braille.
8. A few magnifiers of different powers can be made av ailable for individuals with low
vision.
SUMMING UP:
Mumbai University is committed to upholding the pro visions of Persons With Disability (PWD)
Act, 1995 and the United Nations Convention on the Right of Person with Disabilities
(UNCRPD). However, desirable objectives can only be achieved if all concerned are together in
this mission of making higher education barrier fre e, right based and inclusive.
ATTACHMENT 1:
TMEPLATE FOR AVAILING PROVISIONS FOR UNIVERSAL DESI GN OF LEARNING
Procedure:
Claimant (either having disability certificate or p rofessional evaluation report ) is expected to:
A. Fill this form and submit to the authority at least 30 days in advance when he /she needs to
avail the concession / exemption / facility.
B. He / she is expected to attach self attested photoc opy of necessary report (in case of special
needs) / certificate (in case of certified disabili ty).
C. A fix latest self attested photo
D. Attach self attested (any one) identity proof with photo.
E. Submit different forms for different concessions / exemptions / facilities.
F. Attach a photocopy of support document of possible (not mandatory)
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G. Attach photocopy of record of availing the same provision earlier for educational purpose: (not
mandatory)
___________________________________________________ ____________
Form to be filled in by the claimant:
1. Addressed to: Organization head / Disability manage ment authority / Student welfare wing
/ Grievance cell / Equal opportunity unit / any oth er competent authority
2. Name: __________________ Designation:
3. Claimant’s name:( BLOCK PRINT)__________ Sex: Ma le / Female / other Age: __ 4.
Mobile number: e mail id:
5. Current educational program: ___________ Year: __ ______ Semester: ___________
6. College / Department: ___________ Principal’s name :
7. College phone number:
8. College code (examination section): ______________
9. Certified Disability (1 or more from the list given above) or nature of special need:
10. Type and degree as mentioned in the certificate:
11. Certifying authority / authority giving evaluation report:
12. Required concession / exemption / facility: Specifi c description:
13. Period of requirement: From ___________ to ________ ___
14. Support document (circular / guidelines / GR / Act) :
15. Dated:
16. Issuing authority:
17. Authorities involved in implementing the request (C an be more than 1)(not mandatory for
the claimant to provide but he / she is advised to specify):
18. Record of availing the same provision earlier: (spe cific description)
19. Any other relevant information the claimant wishes to furnish.
Signature of the claimant with date of submission:
CC to:
___________________________________________________ ________________
FOR OFFICE USE / TO BE USED BY COMPETENT AUTHORITY
With reference to application received from _ ________________________ of __________
dated ____ following concession / exemption / facil ity: (specific description as per the application)
has been requested.
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___________________________________________________ ________________
___________________________________________________ _______________
___________________________________________________ _______________
Same has been granted for the period from _________ ___ to__________.
CC marked to following authorities for implementation as well as records / documentation.
1. Claimant ______________________
2. _____________________________
3. ______________________________
4. __________________________
OR (strike off unused option)
Same is regretted for not approving on the grounds of:
___________________________________________________ __________
___________________________________________________ __________
___________________________________________________ __________
Authority:
Name: designation: Signature: