Policy on Inclusion of Students with Disabilities - St Aloysius (Deemed To Be University)

Preamble

The foregoing policy gives effect to the accommodations and support systems being provided for students with disabilities and to the creation of an accessible and disability-friendly environment at St Aloysius (Deemed to be University), Mangaluru. Guided by its Jesuit ethos of inclusivity, dignity, and service, the University is committed to ensuring that every learner can participate fully in academic and campus life. This document reflects national mandates such as the Rights of Persons with Disabilities (RPwD) Act 2016 and the National Education Policy (NEP) 2020, both of which emphasize equitable access, reasonable accommodations, and barrier-free learning environments. In alignment with these principles, the establishment of the Accessibility Centre seeks to strengthen the University’s commitment to providing an inclusive, supportive, and empowering educational ecosystem where all the students can participate fully and thrive without barriers. Our university will endeavour to make all existing structures as well as future construction projects in the campus accessible.

Background

St Aloysius (Deemed to be University), Mangaluru, Karnataka, with a legacy of 145 years, stands as one of the premier Jesuit institutions in India. Rooted in the Jesuit ethos of “forming men and women for and with others,” the University upholds values of compassion, social responsibility, and service to humanity. The Jesuit tradition emphasises empathy, inclusivity, and a commitment to accompanying all sections of society, especially the marginalised, fostering an environment where every learner is respected, supported, and empowered.

The University’s dedication to disability inclusion is reflected in the work of the Sahodaya Association, which has long supported learners with disabilities, particularly the visually impaired. During its Silver Jubilee celebration, the University introduced the Accessibility Centre as a significant step toward strengthening inclusive education.

The University aligns its efforts with national mandates such as the Rights of Persons with Disabilities (RPwD) Act 2016, which envisions an inclusive education system supported by adaptive teaching–learning processes. The National Education Policy (NEP) 2020 further reinforces this vision by advocating for cross-disability competencies among educators, the integration of assistive technologies, and the creation of barrier-free learning environments.

Drawing from its Jesuit heritage and guided by frameworks like the RPwD Act 2016 and NEP 2020, St Aloysius (Deemed to be University) reaffirms its commitment to inclusive education through the establishment of the Accessibility Centre. This policy outlines the vision and operational framework through which the University seeks to create an enabling, empathetic, and accessible learning ecosystem for all students.

Policy Statement

St Aloysius (Deemed to be University) is committed to creating an inclusive and barrier-free learning environment for students with disabilities, guided by its Jesuit values of empathy, equity, and service. In accordance with the RPwD Act 2016 and NEP 2020, the University ensures that no student is disadvantaged at any stage—from admission to academics, campus life, or placements. Through its Accessibility Centre, the University strives to provide necessary support, promote equal opportunities, and uphold the dignity and full participation of every learner.

Objectives

• To promote a non- discriminatory academic environment by making consistent efforts to address and prevent discrimination on all grounds, including disability.
• Guarantee that admission procedures remain open, fair, and based on merit, ensuring that students with disabilities and those without have equal access to opportunities.
• Develop and sustain a comprehensive system of support services that respond to the diverse academic, social, and emotional needs of students with disabilities.
• Pursue ongoing enhancements in physical, digital, and programmatic accessibility across all campus spaces and resources, while acknowledging the limitations posed by the heritage status of the building.
• Offer regular training initiatives for faculty, staff, and students to cultivate awareness, respect, and active participation in inclusive practices.
• Strengthen the role of the Enabling Committee in addressing matters concerning inclusive education, ensuring that students with disabilities are meaningfully involved in conversations and decision-making.
• Provide clear and accessible channels through which current and prospective students with disabilities can seek information about support services and communicate their feedback or concerns.

Scope of the Policy

The Centre will support students with disabilities who have submitted a valid Disability Certificate or a Unique Disability ID (UDID) card issued by the State Government or the Government of India.

Due to certain infrastructural and operational limitations of the University at present, the Centre will, for the time being, cater primarily to students with visual impairments and mild forms of locomotor disabilities enrolled at St Aloysius (Deemed to be University), Mangaluru. Each request for support will be evaluated on a case-by-case basis to ensure appropriate assistance. As facilities and resources expand in the coming years, the Centre aims to widen its scope to include a broader range of disabilities.

The policy will also extend support to students experiencing temporary visual or mobility-related impairments, depending on the severity and duration of the condition. Such students must submit appropriate medical documentation certifying their temporary disability.

Confidentiality

The University respects a student’s choice to self-identify as having a disability. Any student seeking accommodations must register with the Accessibility Centre. All disability-related information will be kept strictly confidential and only shared with relevant personnel as necessary to provide appropriate accommodations and support. The University is committed to protecting the privacy of students with disabilities.

Institutional Framework for Accessibility and Inclusion

• The Enabling Committee:The Enabling Committee is a staff–student representative body responsible for addressing inclusion and accessibility needs across the University campus. The Committee is chaired by the Vice Chancellor and includes the Pro Vice Chancellor, Registrar, Controller of Examinations, Finance Officer, the Directors of the various blocks, along with a few selected staff members and student representatives. It plans various inclusion-related initiatives on campus.
• The Accessibility Centre:The Centre works to meet the diverse needs of students with disabilities. In addition to meeting the needs of students on campus, the Accessibility Centre is actively involved in creating awareness about disability rights and potentialities in the public and private spheres. The coordinator is also placed at the Accessibility Centre who will be the main person to process all student requests and needs.
• Student Volunteers:It is a student body that works towards inclusion and accessibility on campus. It is headed by a faculty coordinator and works with a team selected on an annual basis. The group works on diverse projects and events to promote awareness amongst the student community on inclusion and also provides support to ensure the effective delivery of inclusion ethos on campus.

Roles and Responsibilities

Enabling Committee

• Approve and periodically review the Disability-Inclusive Education Policy of the college to ensure it remains relevant and effective. Ensure alignment with legal requirements and best practices.
• Facilitates the necessary financial and human resources to support the implementation of accommodations, support services, and training programmes.
• Ensure that the physical and virtual infrastructure of the college, including but not limited to buildings, classrooms, outdoor spaces, documents, websites, web applications, announcements, notices, and social media posts complies with accessibility standards to the optimum extent possible.
• Develop inclusive emergency response plans that account for the needs of individuals with disabilities, including evacuation procedures and information made available to all stake holders from time to time in an accessible format.
• Provide necessary budget allocations to achieve above objectives.

Accessibility Centre

• Serve as the primary resource for students with disabilities, providing guidance on rights and available services.
• To ensure implementation of all legislations with respect to persons with disabilities.
• Maintain confidential records of disability-related documentation and accommodation requests.
• Assist students in navigating institutional processes to receive necessary accommodations.
• Evaluate accommodation requests, and collaborate with faculty, staff, and students to implement appropriate adjustments.
• Facilitate access to assistive technologies, adaptive materials, and other resources necessary for students with disabilities to participate fully in their educational experience.
• Organise workshops, seminars, and training sessions on disability awareness, inclusive teaching practices, and legal obligations. Provide resources to support the development of accessible course materials.
• Regularly review and update the policy to reflect changes in legal requirements or best practices.
• Prepare annual reports evaluating the effectiveness of accommodations and make recommendations for improvements.

Student Volunteers

• Support students with disabilities in their academic and social integration in collaboration with Associations like Sahodaya, Eco Warriors and Buddies.
• Organise events, campaigns, and activities that raise awareness about disability inclusion, accessibility, and disability rights.
• Collect feedback from students with disabilities regarding their experiences and advocate for changes that improve accessibility and inclusiveness.

Students with Disabilities (SwDs)

• Responsible for disclosing their disability and requesting accommodations in a timely manner.
• Provide necessary documentation of their disability, following the guidelines established by the Accessibility Centre.
• Actively participate in discussions about their accommodations and provide feedback on their effectiveness.
• Advocate for their needs while also respecting the processes and protocols of the University.
• If there is non-availability of any approved accommodation, students should immediately bring the same to the notice of the Coordinator for Students with Disabilities.

Types of Accommodations

Students may request for accommodations in the areas mentioned in this section. However, not all types mentioned below are applicable to every student with disability. The Accessibility Centre, in consultation with the student, charts out the relevant and practical accommodations and conveys to the concerned faculty members.

1. Curriculum/Syllabus/Assessment Modifications:
   • Any deviation from the standardized curriculum is at the University’s discretion. The student may discuss the options with the Accessibility Centre and then submit the request with the respective academic offices.
2. Attendance Modifications:
   • Students are expected to attend classes as per the University attendance policy.
   • Students are responsible for conferring with the University and with the Accessibility Centre regarding any extended and unexpected absences.
3. Extension in Assignment Submission:
   • Based on the assessment of learning needs of students with disabilities, the Accessibility Centre will convey the request for extra time to the respective faculty members.
   • The nature of some academic courses may not allow for extended time in assignment submissions. In these situations, this accommodation is at the faculty’s discretion.
4. Examination-related support:

   Depending on the nature of the disability, the range of facilities at examination time may include:

   • Extra time allowance (Up to 1 hour depending on the recommendations in the diagnostic assessment report)
   • Rest periods
   • Separate room
   • Accessible rooms
   • Use of calculators
   • Alternative formatting of exam papers
   • Other arrangements that best meet the documented needs of students
   • (Under exceptional cases) use of computer or assistive technology devices

   Exams take place at the same time and day as all other students in the course. Exceptions are made only with permission of the Vice Chancellor and under extenuating circumstances.

5. Note-takers and Scribes:
   • The Centre provides access to assistive technology tools such as transcribing and speech-to- text software to enable notetaking for students with disabilities.
   • While the Accessibility Centre encourages students to make use of given assistive technology software, students are allowed to request for the support of note-takers (volunteers from Sahodaya, Buddy system and other like minded associations) in case they need extra note-taking support in their classrooms.
6. Lecture Recording:
   • The Centre will recommend audio/video recording of the lectures ONLY IF it specifically addresses a student’s functional limitations.
   • The faculty members have the right to deny the request for audio and video recording of their lectures, if it fundamentally alters the classroom experience for students. In such a scenario, alternate means will be discussed.
   • The Centre will facilitate recording of class lectures once approved by the faculty.
7. Preferential Seating:
   • Students with disabilities are given access to preferred seating arrangements that would aid them in better class engagement.
8. Accessible Content and Assistive Technology Devices:
   • The Centre provides assistive technology support required by the student.
   • Any assistive technology device provided to the student by the Centre must be returned to the office immediately after the semester in which the device was provided. Registration and payment of a cautionary deposit for such devices is mandatory.
   • The Centre facilitates conversion of inaccessible content into an accessible one.
   • The institution will endeavour to provide ICT devices to enhance the educational experiences of students with disabilities.
9. Reduced Course Load
   • The Accessibility Centre may recommend a reduced course load as an academic accommodation for a student with a disability enrolled in the Undergraduate Program. Medical documentation of the disabling condition which supports the accommodation of a reduced course load must be provided to the Centre.
   • Students who are approved for the accommodations of a reduced course load must understand the implications of this action related to the extended time in completing the Undergraduate degree program as well as financial implications, including any potential impacts on financial assistance, if applicable. More details on the impact on financial assistance can be sought from the Finance Office.
10. Priority Registration for Courses
    • Priority registration allows a student to register for classes before other students each semester (e.g.: electives, Swayam courses).
    • Students who may qualify for priority registration include:
      • Students with a loco-mobility disability that hinders their swift movement from one class to the other.
      • Students following a strict medication or treatment regimen.
      • Students who use captioning services.
      • Students approved for alternate media for printed materials.
    • The Enabling Committee will review and evaluate each request on a per semester and case-by-case basis. Supporting documentation may be required.
    • Priority registration does not override any institutional or department policy.
11. Scholarship provision
    • The University will endeavour to facilitate scholarship support for students.
12. Hostel Accommodation
    • At least 5 rooms each for ladies and gents could be made available in the University Hostels for students with disabilities. These rooms will be equipped with necessary accessible provisions, and priority for allotment will be given to students covered under this policy.

For the other types of disabilities and disability services requests not covered in this policy, the Accessibility Centre shall consider them on a case-by-case basis. Under such circumstances, the University aims to provide all possible services while keeping in mind it’s limitations.