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GLOBAL JOURNAL OF MULTIDISCIPLINARY STUDIES ISSN: - 2348-0459
www.gjms.co.in
Volume-6, Issue-3, February 2017 Impact Factor: 2.389
16 | P a g e
QUESTIONNAIRE FOR ACCESIBILITY AUDIT OF COLLEGE/ UNIVERSITY CAMPUS
TO ASSESS ITS ACCESIBILITY TO THE STUDENTS WITH DISABILITIES PURSUING
HIGHER EDUCATION.
ANJALI JAGTAP
Asst. Professor Skill Development Centre, Savitribai Phule Pune University, Pune
Abstract :
1.0 Objectives:
1. To enumerate the parameters of barrier-free environment for the students with disabilities.
2. To prepare a questionnaire to gauge the parameters of highly accessible barrier-free
environment and assistive technology in the college/university campus.
1.1 Keywords -
1.1.1 Students with disabilities: “The Persons with Disabilities (Equal opportunities, Protection of
Rights and Full Participation) Act, 1995” has specified seven categories of disability. In the “Rights
of Persons with Disabilities Bill, 2012”, there is an extended list including 17 types of disabilities.
For the present study the disabilities as has been specified in relevant schedules have been
grouped broadly into five major categories:
(a) Wheelchair users (b) People with limited walking abilities (c) the sightless (d) the partially
sighted (e) the hearing impaired
1.1.2 Structural Audit:
Structural Audit is an overall health and performance checkups of a building like a doctor
examines a patient. It ensures that the building and its premises are safe and have no risk. It
analyses and suggests appropriate repairs and retrofitting measures required for the buildings to
perform better in its service life. Structural audit is done by an experienced and licensed structural
consultant. (International Journal of Civil Engineering Research. ISSN 2278-3652 Volume 5,
Number 4 (2014), pp. 411-416 © Research India Publications
http://www.ripublication.com/ijcer.htm)
However, in the present context we need to examine of college/university campus to assess the
degree of accessibility of locations, learning resources and assistive technology to the students with
disabilities. Such audit should be conducted in order to analyse and suggest appropriate repairs
and measures required for the buildings and overall campus to create barrier-free environment and
facilities suited to the special needs of students with disabilities.
2.0 INTRODUCTION
2.1 Persons with Disabilities Act, 1995:
In 1992, India adopted the Proclamation on
the Full Participation and Equality of People
with Disabilities in the Asian and Pacific
Region. As a signatory of this proclamation,
India's Ministry of Law, Justice and Company
Affairs proposed an act to safe guard the
rights of Persons with Disabilities (PWD). On
the 1st of January 1996 the Government of
India passed the” Persons with Disabilities
(Equal Opportunities, Protection of Rights and
Full Participation) Act 1995. This act focuses
on necessary steps to be taken by government
and local authorities for giving equal
opportunities as well as special facilities to the
persons with disabilities. This includes free
elementary education, assistive technologies
and special aids, training of special teachers,
employment etc. The said act has made it
mandatory to provide free elementary
education up to the age of 18 years to the
children with disabilities.
GLOBAL JOURNAL OF MULTIDISCIPLINARY STUDIES ISSN: - 2348-0459
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Volume-6, Issue-3, February 2017 Impact Factor: 2.389
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2.2 National Policy for Persons with
Disabilities, 2006:
National Policy for Persons with Disabilities
has been announced in February, 2006. The
National Policy recognizes that Persons with
Disabilities are valuable human resource for
the country and seeks to create an
environment that provides them equal
opportunities, protection of their rights and
full participation in society. The focus of the
policy is on (a) Prevention of Disabilities and
(b) Rehabilitation Measures.
The salient features of the National Policy are:
i. Physical Rehabilitation, which includes early
detection and intervention, counselling &
medical interventions and provision of aids &
appliances. It also includes the development of
rehabilitation professionals.
ii. Educational Rehabilitation including
vocational training and
iii. Economic Rehabilitation for a dignified life
in society.
It also presents Guidelines and Space
Standards for Barrier Free Built Environment
for Disabled and Elderly Persons
Barrier-free environment enables people with
disabilities to move about safely and freely,
and use the facilities within the built
environment. The goal of barrier free design is
to provide an environment that supports the
independent functioning of individuals so that
they can participate without assistance, in
everyday activities. Therefore, to the maximum
extent possible, buildings / places /
transportation systems for public use will be
made barrier free. Central Public Works
Department under the Ministry of Urban
Development has issued guidelines in this
regard.
However, the barriers in accessibility to
physical as well as academic resources do not
encourage the students with disabilities to
take regular classes. Possibly there are
compromises pertaining to the choice of
subjects which can be learnt in distance
mode.
GLOBAL JOURNAL OF MULTIDISCIPLINARY STUDIES ISSN: - 2348-0459
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Volume-6, Issue-3, February 2017 Impact Factor: 2.389
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2.3 Access to Grants to make Higher
Education Campuses Disabled Friendly:
3 percent of seats in all Indian Universities
and colleges are reserved for candidates with
disabilities, eligible to apply for admission
irrespective of the percentage of marks in all of
the programmes of studies and who have
passed the qualifying examination.
In UGC’s, “Guidelines Facilities for Differently
-Abled persons”, it has been stated that the
persons with disabilities need special
arrangements in the environment for their
mobility and independent functioning. And
that many institutes have architectural
barriers that disabled people find difficult for
their day to day functioning. Hence, it is
recommended that the universities and
colleges should address this problem
according to the Persons with Disabilities Act
1995 and ensures that all existing structures
as well as future construction projects in their
campuses are made disabled friendly.
According to UGC’s XIth Plan guidelines, UGC
will make a one-time grant of Rs 5 lakh per
University/college to improve physical
accessibility. UGC will provide an ad hoc one-
time grant of up to Rs 3.0 lakh for
procurement of special devices required for
providing suitable learning experiences to the
Persons with disabilities.
Although the Government of India has
attempted to create policies that are inclusive
for people with disabilities, their
implementation efforts have not resulted in an
inclusive system of education, nor have they
reached their goal of “education for all” across
the country. The Government of India needs to
bridge the gaps in their education System to
build a strong system of inclusive education in
India.
Education for students with disabilities
has long been a serious cause of concern in
India, as also in other countries around the
world. A person with a disability studying in
Mainstream educational institutions in India
experiences many difficulties in navigating
Through the obstacle course of the Indian
educational system. Problems exist in many
areas– course content, staff, facilities,
resources as well as the educational and
examination process. The relative physical
inaccessibility of educational institutions,
unavailability of accessible content in different
languages, lack of trained and sensitive
teachers, and the lack of awareness about
developments in enabling technologies have
hitherto rendered the educational
environment itself rather difficult to access.
Also, the unavailability of digitized course
materials in the accessible formats and
present examination system are the additional
problems.
Thus the educational experience often
becomes a nightmare for a student who is
disabled.
3.0 Accessibility for the Disabled –
Providing a Barrier Free Environment:
In “UGC GUIDELINES FACILITIES FOR
DIFFERENTLY -ABLED PERSONS” it has been
stated that the persons with disabilities need
special arrangements in the environment for
their mobility and independent functioning.
And that many institutes have architectural
barriers that disabled people find difficult for
their day to day functioning. Hence, it is
recommended that the universities and
colleges should address this problem
according to the Persons with Disabilities Act
1995 and ensures that all existing structures
as well as future construction projects in their
campuses are made disabled friendly.
Universities and colleges are expected to
address to the needs of persons with
disabilities.
“National Policy for Persons with Disabilities,
2006”, has given guidelines and Space
Standards for Barrier Free Built Environment
for Disabled and Elderly Persons.
Barrier-free environment enables people with
disabilities to move about safely and freely,
and use the facilities within the built
environment. The goal of barrier free design is
to provide an environment that supports the
independent functioning of individuals so that
they can participate without assistance, in
everyday activities. Therefore, to the maximum
extent possible, buildings / places /
GLOBAL JOURNAL OF MULTIDISCIPLINARY STUDIES ISSN: - 2348-0459
www.gjms.co.in
Volume-6, Issue-3, February 2017 Impact Factor: 2.389
19 | P a g e
transportation systems for public use will be
made barrier free.
Central Public Works Department under the
Ministry of Urban Development has issued
guidelines in this regard.
We can set the parameters for enhancing the
accessibility of colleges/universities to the
students with the disabilities based on two
major paradigms:
1. Architectural Design Considerations
2. Assistive Technology
3. 3.1ARCHITECTURAL DESIGN
CONSIDERATIONS:
3.1.1Pathways, obstructions
• Obstructions like street furniture, traffic
signs, direction signs, street plans, bollards,
plants, trees, advertising signs, etc.should be
placed outside the path of travel wherever
possible and should be easy to detect, and if
possible, should be placed along one
continuous line.
• Protruding elements should be avoided.
• The minimum width of a clear unobstructed
path should be 0.90 m.
• Spaces below ramps and stairs should be
blocked out completely by protective rails or
raised curbs or marked with a tactile surface.
3.1.2 Signage: include direction signs, signs
of locality, street names and numbering,
information signs, etc.
• All types of signs should be visible, clear,
simple, easy to read and understand, and
properly lit at night. Accessible spaces and
facilities should be identified by the
international symbol of accessibility. The
symbol is composed of a wheelchair figure
with either a square background or a square
border. For completely accessible buildings, it
is enough to have one explanatory sign at the
entrance.
• Graphic or written directions should be used
to indicate clearly the type and location of the
available
• Signs can be wall-mounted, suspended or
pole-mounted.
• Street pavements, pedestrian passages in
open spaces and recreational areas,
pedestrian underpasses and overpasses are
all considered pathways or ramps.
• The path of travel should be easy to detect by
a sightless person using a long white cane.
Natural guide lines guide strips are used to
help identify travel routes.
• A guide strip is a line means constructed in
or on the road surface to facilitate orientation
forsightlesspedestrians.
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Volume-6, Issue-3, February 2017 Impact Factor: 2.389
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A 610 mm (24 in) strip of detectable warnings
should be installed at the edge of a raised
crosswalk to identify the transition between
the sidewalk and street.
(U.S. Department of Transportation, Federal
HighwayAdministration@www.fhwa.dot.gov.)3.
1.3 Ramps, elevators and platform lifts:
• To provide ramps wherever stairs obstruct the
free passage of pedestrians, mainly wheelchair
users and people with mobility problems.
• Ideally, the entrance to a ramp should be
immediately adjacent to the stairs.
• To provide well-dimensioned elevators, that
disabled people can use conveniently.
• Platform lifts are special passenger-elevating
devices for the disabled. Platform lifts can
have either a vertical or an inclined
movement.
(Handbook for Barrier free and Accessibility, Published by Directorate General, CWPD, 2014.
URL:http://cwpd.gov.in)
3.1.4 Staircases, corridors, doors:
• To provide safe and well-dimensioned
staircases for the comfort of all people,
especially those with mobility problems.
• To install adequate railing, wherever needed
for the comfort and safety of all people,
especially those with mobility problems.
• To provide accessible and easy-to-find
building entrances.
• To provide sufficient space to manoeuvre a
wheelchair between two sets of doors.
5. Rest rooms, washrooms:
• To provide sufficient accessible space inside
rest rooms, with all fixtures and fittings
being within easy reach.
6. For hearing Impaired People:
• Managing in situations involving the speech
messages, verbal transmission and
interaction use clearly written messages
especially in emergency situations.
• Install induction loops in assembly halls.
• For not hearing door, elevator and
emergency provide flashing light signals.
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3.2 Assistive Technology:
Table No. 1: Access Technologies for Vision Impairment:
Sr.
No.
Learning
Activity/Tools
Applications
1.
Scan, OCR and Read
Ordinary scanner is used to scan the text book thus creating image
file of each page. Optical Recognition Software like ABBY fine reader
is used to extract the text from the image and read using screen
reader such as Non-Visual Desktop Access. Programmes are
Kurzweil 1000, OpenBook, KNFB Mobile reader (phone-based
system),ZoomEx. Stand alone scanning machine like SARA
Scanners:Basic, high speed, A5 size and Automatic Document
Feeder (ADF) types of scanners
2.
Taking Notes in
Classroom
Laptop, Netbook, Screen readers with earphones, Smart phones
with Qwerty keypad, Plex Talk Player to record notes on Fly.
Braille Note Taker
3.
TACTILE DIAGRAMS/
Tactile Graphic
Production system
Tactile Diagrams are of great help to teach concepts to students
with vision impairment particularly, subjects like Geography,
Computer Science, General Science
or any content that requires the use of diagrams in class room
4.
DAISY:Digital
Accessible
Information System
The DAISY is ultimate solution to see printed material in accessible
formats once the digital book is developed using DAISY standards,
same can be produced in any accessible format, such as Braille,
Large print, MP3 and so on.
5.
Computer-based
screen readers
Softwares that can read aloud with multiple languages like
English, Hindi and Marathi, etc Some screen reader
programmes: JAWS, Supernova, NVDA, ORCA, VoiceOver,
etc
6.
Screen magnifiers
Computer-based Screen magnifiers which zoom screens for
low vision and partially sighted users such as MAGic, Zoom
Text, Supernova, etc
7.
Screen readers for
phones
TALKS, TalkBack, etc
8.
Text-to-Speech (TTS)
English Indian accent Sangeeta, Hindi TTS, Lekha and CDAC
Marathi.
9.
Dictation software
Dragon naturally speaking software with screen reader
10.
Electronic low vision
aids
CCTV systems and video magnifiers such as Prisma, Ruby,
Camera Mouse, Bonita, Smart view Pocket, etc
11.
Braille Production
System
Allows for electronic conversion and embossing of
Braille in multiple languages –Shree-Lipi Braille,
Duxbury and Winbraille programmes. Braille
GLOBAL JOURNAL OF MULTIDISCIPLINARY STUDIES ISSN: - 2348-0459
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Volume-6, Issue-3, February 2017 Impact Factor: 2.389
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embosser Index 4x4 PRO and Braille typewriters like
Mountbatten Pro and Perkins Brailler
12.
Applications for
keyboarding and
spelling training:
Softwares assisting keyboarding and sharpening of
spelling – Talking Typing Teacher Software, Speaking
Spelling, Enable India Spelling Tool programme
13.
Math Aids:
Standard and scientific talking calculators
Mac Book Pro: A Macintosh machine which has a built-in screen
reader and screen magnifier programme VoiceOver
14.
Other talking devices:
Colour recognizer, Blood Pressure Monitor,
Thermometer, Personal Weighing Scale, Kitchen
Weighing Scale, Wrist watch, clock, Pen Friend talking
Labeller
Table No. 2: Access Technologies for Hearing Impaired
Sr.
No.
Tools/ Technological
aids
Applications
1.
Cochlear implants
(surgically implanted
electronic devices that directly transmit sounds
to the auditory nerve) are now available for those
who don’t benefit from hearing aids
2.
Assistive Listening
Devices (ALD)
ALDs are designed to provide quality sound amplification by
cutting out the extra noise in
class rooms and auditoria and transmitting only
the sound from the speaker (teacher) to the
student. The best ALDs use FM technology.
3.
Use of Multimedia in
classroom
teaching
benefits the hearing impaired
student enormously. Interactive technology is
now available.
Speech exercises designed for the requirements
of individual child are available and can be used
and stored on the computer.
4.0 Questionnaire for assessing the campus
accessibility to the students with
disabilities:
1. Does your College/University has the students
with disabilities pursuing higher education
Yes
No
(Give the Department-wise list of students
with disabilities indicating type of disability)
2. Are you aware of the provisions made for the
students with disabilities in “People with
Disabilities Act, 1995”?
Yes
No
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Volume-6, Issue-3, February 2017 Impact Factor: 2.389
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3. Do you have a copy of this act in your library
or office?
Yes
No
4. Do you communicate to the masses about
the provision of reservation of admissions
for the students with disabilities?
Yes
No
(If yes, provide information about the
programmes/strategies adopted for
promotion of admissions of the students
with disabilities.)
5. Do you provide special infra-structural
facilities for the students with disabilities
according to their specialised needs?
Yes
No
Under construction
Planned in future
6. Are you aware of Guidelines Facilities for
Differently-Abled Persons, 2012 given by
UGC?
Yes
No
7. Are of aware of one time grant upto Rs. 5 lakh
provided by UGC for building infra-structural
facilities like ramps, rails, special toilets and
for making changes in the existing structures?
Yes
No
Has availed the grant
Has applied for the grant
8. Are you aware of ad hoc one time grant of Rs.
3 lakh given by UGC for availing the assistive
technology such as low-vision aids, scanners,
mobility devices etc?
Yes
No
Has availed the grant
Has applied for the grant
9. Have you established a special unit for
meeting the objectives for the students with
disabilities in your college/university as
recommended by UGC?
Yes
No
10. If yes, is there a faculty member appointed as
a co-ordinator of such unit?
Yes
No
11. Is the co-ordinator paid a monthly
honorarium of Rs. 3000?
Yes
No
12. Have you appointed an honorary placement
officer among the faculty members in order to
ensure the placements of the students with
the disabilities?
Yes
No
13. Is the Special Placement officer paid the
honorarium of Rs. 2000 per month?
Yes
No
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14. Have you taken deliberate efforts to
remove architectural barriers from the
college/university environment so as to
make it accessible to the students with
special needs?
Yes
No
Partly
In Process
15. Provide the checklist for enumerating
the architectural facilities in the campus.
a. Ramps/rails for every department
b. Platform lifts
c. Spacious corridors for manoeuvring the
wheelchair
d. Special barrier-free side-walks for visually
disabled students
e. Strip of detectable warnings installed at the
edge of a raised crosswalk to identify the
transition between the sidewalk and street.
f. Special toilets
g. All fittings and fixtures in the rest
rooms/washrooms within easy reach
h. Flashing signals for hearing impaired in
emergency situations at the doors/lifts
16. Checklist for Appropriate Signage as
per International norms
a. Braille and tactile guidepath from the
entrance to available facilities like
toilets/lift/facilities
b. Braille signage for indicating directions on
roads
c. International Symbol of accessibility for
access to places and available facilities
d. Sign for hearing impaired if assistive
learning system is provided
e. Braille and tactile floor plan of a building
f. Easy to read and clear signs installed at
appropriate height
g. Prominent signs with high colour and
luminous contrasts
h. Provision of voice messages for giving
information to the visually impaired
i. Visual display board in the waiting areas
j. Verbal announcements for conveying
information on visual display board
17. Checklist For Assistive Technology For
Visual Impairment:
a. Scanners and screen readers
b. Laptop/Net book with screen readers and
earphones
c. Braille Note-taker
d. Digital accessible information
System(DAISY) for converting printed
material in accessible formats
e. Software that can read screen in multiple
languages
f. Screen Magnifiers for students with partial
visual impairment
g. Text to speech application
h. Braille Production System for converting
printed material into Braille
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i. Scientific Talking calculators
18. Checklist for Assistive Technology for hearing
impaired:
a. Tactile diagrams for hearing impaired
b. Assistive Listening Devices that transmit only
desired sound to the listener by cutting off
extra sound
c. Cochlear implants
d. Computer-based Speech Exercises
4.1Analysis of Responses:
It is recommended to note down the positive
and negative aspects pertaining to
accessibility and supportive technology for the
students with disabilities. A detailed report
should be prepared after analysing a response
to every item of the questionnaire. Report
should specifically mention the lack of
awareness; facilities etc and suggest the
measures to be taken. Also, the appropriate
resources for procuring certain grants,
facilities, available technologies can be
recommended by the researcher undertaking
such audit.
5.0 Bibliography and References:
1.“Enabling Access to Persons with
Disabilities to Higher Education and
Workplaces”, Journal by IIMB, 2012
2. “Accessibility to Disabled- Design Manual
for Barrier free Environment”,Enable,
Secretariat for the Convention on Rights Of
Persons With Disabilities, United Nations,
2006.
3. “Draft Rights of Persons with Disabilities
Bill”, 2012
4. The Persons with Disabilities (Equal
Opportunities, Protection of Rights and Full
Participation) Act, 1995
INTERNET REFERENCES
1. www.ugc.ac.in
2.www.un.org/esa/socdev/enable/designm/i
ntro.htm
3. http://www.ncpedp.org/eductn/ed-
isu2.htm
4. www.socialjustice.nic.in
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