278 extractive question-and-answer pairs built from EविशवEविद्यालय अनुदान आयोग, published by ugc.gov.in. Every answer is a verbatim span of text the source prints, and each row carries the passage it sits in, its offset in that passage, the source quote, the page and the location in the document, so any row can be checked against the original. 189 of the 278 pairs (68.0%) are explanatory questions and 89 restate a figure. 100.00% of rows pass the corpus quality gate.
Use the API URL with your free DD token in notebooks, scripts, and pipelines.
https://www.desidata.in/api/datasets/final-accessibility-guidelines-by-university-grants-commission-question-and/downloadDataset downloads are free. For Python or API downloads, sign in once and create a free DD token; set it as DD_TOKEN or save it in your notebook's secrets. Requests are linked to your account so your download history and counts stay accurate.
# One-time install: pip install desidata
# Set DD_TOKEN in your environment first (create a free token in Profile & settings).
import desidata
df = desidata.load("final-accessibility-guidelines-by-university-grants-commission-question-and")
df.head()Sign in with Google to download.
Usable for analysis, but expect some cleaning before you rely on it.
Vice-Chancellor Handbook - Question and Answer Dataset
Economy · 939 rows
Life Skills (Jeevan Kaushal) 2019 course - Question and Answer Dataset
Economy · 164 rows
MMTTP Guidelines - Question and Answer Dataset
Economy · 85 rows
Learning Outcomes-Based Curriculum Framework - Question and Answer Dataset
Economy · 74 rows
Annual Report 2015-16 by agriwelfare.gov.in - Question and Answer Dataset
Economy · 1,013 rows
Higher Education in India - Question and Answer Dataset
Economy · 1,594 rows
Gender Policy of NABARD - Question and Answer Dataset
Economy · 14 rows
ICAR Annual Report 2025-26 - Question and Answer Dataset
Economy · 1,101 rows
First 10 of 278 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|
| What is the goal of inclusive practices in education? | quality education without discrimination to any learner | a) Inclusive practices in education ensure quality education without discrimination to any learner. It fulfils diverse needs in a responsive and supportive manner. Higher education institutions (HEIs) need to create a common learning platform that is flexible and accessible for all the students to learn together including those from varied backgrounds and diverse abilities. Such an inclusive environment benefits not only the learners but also forms a strong foundation of social inclusion and accessible environments as a whole. it should result in removing barriers by bringing necessary changes to infrastructure, curriculum, teaching-learning process, and all such components for equal and quality participation in both academic and social aspects of campus life. | 43 | definition | 1.000 | a) Inclusive practices in education ensure quality education without discrimination to any learner. | 17 | page=17,block=10 | 0.700 | valid |
| What does the United Nations describe as the process of inclusive education? | a process of systemic reform embodying changes and modifications in content, teaching methods, approaches, structures and strategies in education to overcome barriers | Pursuant to the continuum of educational provisions for the persons with disabilities, a remarkable transformation in the welfare perspective of education to cater to the needs of the persons with disabilities has been acknowledged by the Government of India, where it has become the signatory and ratified the convention of the United Nations on the Rights of Persons with Disabilities (UNCRPD), in which the inclusive education has been conceptualized at para 11, p. 4 as “a process of systemic reform embodying changes and modifications in content, teaching methods, approaches, structures and strategies in education to overcome barriers with a vision serving to provide all students of the relevant age range with an equitable and participatory learning experience and environment that best corresponds to their requirements and preferences” (United Nations, 2016). d) To give effect to the United Nations Convention, the Rights of Persons with Disabilities (RPWD) Act, 2016 was enacted replacing the earlier Act, the Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act 1995. | 475 | definition | ||||||
| What right does UNESCO’s Convention against Discrimination in Education grant to children? | the right of children to be taught in their own language | The Committee draws the attention of State parties to UNESCO’s Convention against Discrimination in Education which establishes the right of children to be taught in their own language, and reminds State parties that Article 30(4) requires that persons with disabilities are entitled, on an equal basis with others, to recognition of and support for their specific cultural and linguistic identity, including sign language and deaf culture. hard-of-hearing students must also have access to quality speech therapy services, induction loop technology and captioning. h) Creation of partnerships and coordination between all stakeholders, including persons with disabilities through Organisations of Persons with Disabilities (OPDs), different agencies, development organizations, non-governmental organizations (NGO), and with parents/caregivers. __________________________________ | 128 | definition | 1.000 | The Committee draws the attention of State parties to UNESCO’s Convention against Discrimination in Education which establishes the right of children to be taught in their own language, and reminds State parties that Article 30(4) requires that persons with disabilities are entitled, on an equal basis with others, to recognition of and support for their specific cultural and linguistic identity, including sign language and deaf culture. | ||||
| What do the specific needs of various disabilities signify in higher education? | accessibility considerations or provisions required by diverse disabilities | The specific needs listed below in each category of disability may not be exhaustive. It, however, provides a broad and a generic understanding of diverse needs for various disability types. Further, it is to be ensured that these needs are not reflected as limitations but as domains of support to be provided by the various HEIs / universities to ensure access to education. In other words they may be considered as accessibility considerations or provisions required by diverse disabilities. | 418 | definition | 1.000 | In other words they may be considered as accessibility considerations or provisions required by diverse disabilities. | 26 | page=26,block=1 | 0.700 | valid |
| What type of support involves simplifying the examination process into smaller steps? | Scaffolding or step-by-step guidelines for examination | Some examples of support for Intellectual Disability, Specific Learning Disability & Autism Spectrum Disorder, Multiple Disabilities and High Support Needs ● Alternate modalities for examination and evaluation; or alternate/adapted question papers ● Quiet, distraction-free examination area ● Breaks during exam ● Exam given by page or by section ● Scaffolding or step-by-step guidelines for examination. Some examples of support for Mental Illness ● On-demand examinations ● Extended time for exams or breaks during exams. ● Quiet, distraction-free examination area ● Exams given by page or by section | 349 | definition | 1.000 | Some examples of support for Intellectual Disability, Specific Learning Disability & Autism Spectrum Disorder, Multiple Disabilities and High Support Needs ● Alternate modalities for examination and evaluation; or alternate/adapted question papers ● Quiet, distraction-free examination area ● Breaks during exam ● Exam given by page or by section ● Scaffolding or step-by-step guidelines for examination. | 45 | page=45,block=2 | 0.700 | |
| What type of support allows students to take breaks during exams for personal needs? | Allow breaks during exams for washroom, taking medication, moving around etc. | Some examples of support for Chronic Neurological Conditions and Blood Disorders ● Extended time for exams ● Use of scribes ● Exam modifications eg. Shorter exam duration, on-demand exams etc. ● Allow breaks during exams for washroom, taking medication, moving around etc. 2. Specific Needs : Student Activities Provision of specific need support at major students’ activities which will be conducted and facilitated by the student council, including Student Support and Progression; Campus Life; Student Participation and Activities; Alumni Support and Engagement; Peer Group Development; Campus Recruitment etc. | 195 | definition | 1.000 | ● Allow breaks during exams for washroom, taking medication, moving around etc. 2. | 46 | page=46,block=1 | 0.700 | valid |
| What is the role of Sugamya Pustakalaya in distributing accessible format materials? | a secure distribution system of accessible format materials produced under copyright exception for persons with print disabilities | Sugamya Pustakalaya has been created as a secure distribution system of accessible format materials produced under copyright exception for persons with print disabilities. It is part of the Accessible Book Consortium (ABC), Global Book Service hosted by the World Intellectual Property Organisation (WIPO). Partner libraries across the globe contribute their collections of accessible digital books to the ABC catalogue under the framework set out in the Marrakesh Treaty to facilitate access to published works for persons who are blind, visually impaired or otherwise print disabled. institutions are required to: · Subscribe to Sugamya Pustakalaya · Upload instructional materials and books converted to accessible format on it · Provide membership of it to all students and faculty with print disabilities | 40 | definition | 1.000 | Sugamya Pustakalaya has been created as a secure distribution system of accessible format materials produced under copyright exception for persons with print disabilities. | 55 | page=55,block=13 | ||
| Why can accessible built infrastructure become temporarily inaccessible? | An accessible built infrastructure if not well maintained or serviced can also become inaccessible in temporary terms. | The Access Audit Reports and the prioritized action plan should be placed on the website of the HEIs. For accessibility of built infrastructure, the standards provided under Rule 15 of the RPWD Rules along with the National Building Code (as updated from time to time) shall be followed. It shall be mandatory for HEIs/ universities and colleges to adhere to built environment accessibility standards as above for recognition from UGC. It is vital to understand that accessibility is a dynamic concept and not a static one. An accessible built infrastructure if not well maintained or serviced can also become inaccessible in temporary terms. It is, therefore, crucial that the maintenance and service of built environment of each HEI is strengthened appropriately to ensure accessibility at all times and not just at the inception stage. | 524 | definition | 1.000 | It is vital to understand that accessibility is a dynamic concept and not a static one. An accessible built infrastructure if not well maintained or serviced can also become inaccessible in temporary terms. It is, therefore, crucial that the maintenance and service of built environment of each HEI is strengthened appropriately to ensure accessibility at all times and not just at the inception stage. | ||||
| What is accessibility regarded as in the context of curriculum? | a marker of quality in curriculum and a legal requirement | Delivering an accessible curriculum is more of a process by means of anticipating diverse preferences, needs, abilities among students and providing in-built flexibility and anticipatory adjustment. An accessible curriculum contributes to equality, inclusion, participation and engagement among students that leads to students’ optimum learning outcome, satisfaction and wellbeing. The accessible curriculum not only anticipates and expects diverse needs, abilities and preferences among its students but also teachers and assessors. Hence accessibility is a marker of quality in curriculum and a legal requirement. . Diverse learners are resources, not deficits in the classroom. To ensure equitable participation in learning, the students should be able to benefit in a meaningful way from the curriculum and teaching-learning process. Presentation of | 557 | definition | 1.000 | Hence accessibility is a marker of quality in curriculum and a legal requirement. | 85 | page=85,block=9 | 0.700 | valid |
| What are the key areas Social-Emotional Learning addresses? | students' needs for motivation, social connectedness, and self-regulation as prerequisites for learning. | Besides structured learning, incidental learning in higher educational institutions (observation, social interaction, Problem-solving) also contributes greatly to the educational outcomes of the students with disabilities. Equitable access reduces stress and improves opportunities as well as the capability of the student with diverse needs to learn from the environment. Social-Emotional Learning (SEL) plays a significant role. SEL focuses on students' needs for motivation, social connectedness, and self-regulation as prerequisites for learning. The development of a safe social and emotional learning climate is a must and also considered as a prerequisite for SEL through positive acceptance and interactions by peers and teachers. Students must feel that they have somebody to speak to when they are worried or upset. The teachers make themselves available to talk to them privately. | 446 | definition | 1.000 | SEL focuses on students' needs for motivation, social connectedness, and self-regulation as prerequisites for learning. The development of a safe social and emotional learning climate is a must and also considered as a prerequisite for SEL through positive acceptance and interactions by peers and teachers. |
Read straight from the file — download or use the API URL for the full dataset.
| 1.000 |
| 4 as “a process of systemic reform embodying changes and modifications in content, teaching methods, approaches, structures and strategies in education to overcome barriers with a vision serving to provide all students of the relevant age range with an equitable and participatory learning experience and environment that best corresponds to their requirements and preferences” (United Nations, 2016). |
| 18 |
| page=18,block=1 |
| 0.700 |
| valid |
| 21 |
| page=21,block=1 |
| 0.700 |
| valid |
| valid |
| 0.700 |
| valid |
| 69 |
| page=69,block=3 |
| 0.700 |
| valid |
| 87 |
| page=87,block=3 |
| 0.700 |
| valid |