Thiruvananthapuram: The Higher Education Reforms Implementation Cell, tasked with overseeing and coordinating the execution of recommendations from various higher education commissions, has prepared elaborate guidelines to introduce mechanisms for assessment of academic performance of students with disabilities. Higher education minister R Bindu said these guidelines would be shared with universities for follow-up action.The reforms in assessment are being introduced as part of the recently launched four-year undergraduate programme (FYUGP). Bindu told a news conference here on Tuesday that the existing practice of applying uniform assessment methods to all students in a class could create significant limitations for persons with disabilities (PwD). Traditional evaluation methods, such as time-bound written examinations, oral presentations, conventional practical tests and assessments requiring rapid responses, pose structural barriers for some students and this was not due to a lack of knowledge or ability on their part, but because the design and format of the examinations are not tailored to their learning needs, she said.“Recognising this, special examinations and assessment methods are being implemented for students with visual disabilities (blindness and low vision), hearing disabilities (deaf and hard of hearing), locomotor disabilities, speech and language disabilities, attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), specific learning disabilities (SLD), intellectual disabilities and mental illnesses. Discussions on this began with the implementation of FYUGP, and the plan is to introduce these changes from the next academic year,” the minister said.The UGC has also published a related document, based on which universities and other higher education institutions will prepare their own guidelines. Changes will be introduced in continuous internal assessments and semester examinations. For example, instead of written assignments, audio submissions, video presentations and recorded oral explanations may be permitted.The suggested approach would be to maximise the use of technology wherever possible. “For instance, in mathematics, a student with a locomotor disability who finds writing challenging can demonstrate their learning ability through alternative methods. They can explain problem-solving steps using a digital writing board or present the process of solving equations via screen recording,” Bindu said.In chemistry, a student with hearing impairment could prepare learning presentations such as a visual module explaining chemical bonding or an instructional video with subtitles. Different methods, such as additional time for semester examinations, the use of assistive devices, alternative question formats and special examination hall facilities, will also be utilised. The existing system of allowing the use of a scribe will continue. Teachers will be given the autonomy to adopt the most suitable methods based on students’ backgrounds and facilities available at the college. Special training will be provided to teachers for this.
