Inclusion is not merely a buzzword; it’s a fundamental value shaping the ethos of educational institutions. In an era where inclusivity is paramount, our campus has made significant strides in supporting students with special needs. From the efforts of the Inclusive Education Cell to the empathetic actions of peers, there is much to commend.
However, true inclusivity extends far beyond the installation of ramps and elevators.
The infrastructure improvements, including accessible features like ramps and elevators in key buildings, are commendable. They enable students with mobility impairments to navigate the campus with greater ease and independence. Furthermore, the culture of empathy and support among students, faculty, and professors has created an environment where students with special needs feel valued and supported.
However, to genuinely elevate our care and inclusivity, we must address the remaining gaps in infrastructure and societal attitudes, ensuring that all students, regardless of ability, can fully participate in and benefit from campus life.
The Inclusive Education Cell has been instrumental in spearheading several initiatives aimed at supporting students with disabilities. These include specialised placement services, training programs, mental health sessions, and sports activities tailored for students with disabilities. Regular personal interviews and training sessions equip students with the necessary skills and confidence to thrive academically and professionally. These initiatives underscore the commitment to creating a holistic and supportive environment for all students.
Our student body and faculty have played an important role in fostering a supportive environment. It is heartening to witness fellow students volunteering to assist their peers, whether by carrying their belongings, offering a steady arm, or providing companionship. This culture of empathy and solidarity extends to our professors as well. Many educators have shown remarkable flexibility in accommodating the needs of students with disabilities, providing accessible lecture formats, extending deadlines, or offering alternative assessment methods. This collaborative spirit ensures that all students have an equal opportunity to excel academically.
Despite these positive strides, significant gaps in our infrastructure remain. The Student Activity Center, a hub of social and extracurricular engagement, lacks both elevators and ramps, rendering it inaccessible to students with mobility impairments. This exclusion from a central aspect of campus life is not merely an oversight but a significant barrier to inclusivity.
The Student Activity Center hosts a myriad of events and activities crucial for the holistic development and social integration of all students. The absence of accessible features marginalises the needy, depriving them of opportunities to participate fully in these essential experiences.
The impact of this inaccessibility is profound. Students with mobility impairments are forced to either seek assistance every time they wish to access the centre or, more often, miss out on these enriching activities altogether. This not only hampers their social integration and personal development but also sends a disheartening message about their place within the campus community. Moreover, the institute’s shuttle and buggy services do not accommodate students with locomotor disabilities, posing further mobility challenges.
Despite the availability of mobility scooters for individuals with locomotor difficulties, our institute’s shuttle and buggy services remain inaccessible to them. This lack of accommodation poses significant challenges, particularly on such a sprawling campus. The absence of accessible features in these transport options forces students with needs to navigate vast distances without adequate support, leading to additional barriers such as needing to make alternative, often experiencing delays. The exclusion from using essential campus transportation underlines a broader issue of insufficient inclusivity.
To truly support all students, it is imperative that our transportation services are fully adapted to meet the needs of individuals with locomotory assistance, ensuring they have equal access to all campus facilities and activities.
Students with visual impairments face additional challenges navigating the campus due to inadequate lighting and the absence of navigational aids. Areas such as crosswalks and building entrances lack the necessary tactile paving and proper signage, making safe and independent navigation difficult. Poorly lit areas on campus compromise the safety and confidence of visually impaired students, especially those with low vision. The lack of adequate lighting in critical areas is not just an inconvenience; it is a serious barrier to accessibility that needs urgent attention.
Addressing these gaps requires a concerted effort from the entire campus community. By taking necessary steps, we can create an environment where every student, regardless of ability, feels valued, supported, and empowered.
While our campus has made commendable progress in inclusivity, ongoing efforts are required to address the remaining challenges. By enhancing infrastructure, increasing awareness, and leveraging technology, we can ensure that our campus remains a place where every student feels valued and included.
The journey towards true inclusivity is ongoing, but with dedicated action from students, faculty, and administration, we can transform our environment into a model of accessibility and support for all students.
Edited by Oishi Banerjee
Article 19 