478 extractive question-and-answer pairs built from 8572354 Accessibility Guidelines, published by ugc.gov.in. The source is a 126-page publication. Source-evidenced topics include accessibility guidelines, higher education institutions, universities, university grants commission, nep 2020, accessible india campaign, rpwd act 2016, inclusive education. 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. Question types in the export: 240 factual, 124 list, 66 summary, 26 relationship, 22 definition. 238 of the 478 pairs (49.8%) ask explanatory questions; the remaining 240 are factual or table-based questions. 100.00% of rows pass the corpus quality gate.
This dataset contains 478 question-and-answer pairs derived from the University Grants Commission's accessibility guidelines for higher education institutions (HEIs) in India. The guidelines, published on ugc.gov.in, aim to ensure the inclusion of persons with disabilities in academic environments. The dataset includes questions categorized as factual, list-based, summary, relationship, and definition types, with answers sourced directly from the original document. Topics covered include universal design principles, inclusive education, accessibility infrastructure, and compliance with legal frameworks like the Rights of Persons with Disabilities Act, 2016.
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import desidata
df = desidata.load("www-ugc-gov-in-2f47d5222e3940c6b53619fae639658b")
df.head()First 10 of 478 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| How should universities view the specific needs of persons with disabilities? | as domains of support to be provided by the various HEIs / universities to ensure access to education | 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. | 274 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/8572354_Final-Accessibility-Guidelines.pdf | 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. | 26 | page=26,block=1 | 0.700 | valid |
| What ability is enhanced through sensory training for people with visual impairments? | Efficiency skills to use hearing/touch/smell/taste, optical devices. | Other specific considerations for Visual Disabilities (Blindness & Low-Vision) ● Providing academic support through Plus-Curricular (Expanded Core- Curriculum) Activities - Braille Reading & Braille Writing - Orientation & Mobility - Independent Living Skills - Sensory Training –Efficiency skills to use hearing/touch/smell/taste, optical devices. - Use of mathematical devices such as Taylor’s Frame & Abacus - Compensational skills are necessary for accessing core curriculum like concept development, organization & study skills, tactile graphics, audio material etc. - Social Interaction Skills - Recreation and Leisure Skills - Career Education - Assistive Technology - Self Determination skills like choice-making, decision-making, problem- solving, personal advocacy, goal setting, conflict resolution etc. | 280 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/8572354_Final-Accessibility-Guidelines.pdf | Other specific considerations for Visual Disabilities (Blindness & Low-Vision) ● Providing academic support through Plus-Curricular (Expanded Core- Curriculum) Activities - Braille Reading & Braille Writing - Orientation & Mobility - Independent Living Skills - Sensory Training –Efficiency skills to use hearing/touch/smell/taste, optical devices. - Use of mathematical devices such as Taylor’s Frame & Abacus - Compensational skills are necessary for accessing core curriculum like concept development, organization & study skills, tactile graphics, audio material etc. | ||||
| What administrative structure should HEIs develop for planning and implementing accessibility and inclusive practices? | an expert/advisory committee vis- a-vis through a designated cell or unit inside the institute | Governance and Monitoring of Accessibility and Inclusive Practices The governance and monitoring of accessibility and inclusive practices in HEIs shall be done in two folds. Firstly, the institutions / universities shall develop its administrative framework for planning and implementation through an expert/advisory committee vis- a-vis through a designated cell or unit inside the institute. Secondly, accessibility and inclusive practices should gain further impetus as significant parameters in the assessment for ranking and accreditation purposes. Self certification for accessibility in compliance of the provisions of the RPWD Act 2016 followed by third party assessment shall be carried out periodically (on an annual basis) by the respective HEIs and reports / certification thereof shall be uploaded on their official websites. | 298 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/8572354_Final-Accessibility-Guidelines.pdf | Firstly, the institutions / universities shall develop its administrative framework for planning and implementation through an expert/advisory committee vis- a-vis through a designated cell or unit inside the institute. | ||||
| What approach is encouraged in higher education institutions to support diverse learning modalities? | Universal Design for Learning (UDL) | Universal Design for Learning (UDL) as an approach shall be encouraged in higher education institutions by using a variety of teaching and learning materials that represent all modalities (i.e., that make use of all the senses, that employ different media, and so on). Use of multiple means of presentation, at various levels of difficulty, as deemed appropriate for the students in the class (e.g., present information using visual, auditory, and kinaesthetic formats during instruction; this includes auditory as well as a visual mode of language including Sign Language). Make varied use of space ensuring flexible models of learning. Ensure access to various types of information and communication technology tools to facilitate learning and adequate space and a minimum of distractions, so that students can concentrate on instructional elements. | 0 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/8572354_Final-Accessibility-Guidelines.pdf | Universal Design for Learning (UDL) as an approach shall be encouraged in higher education institutions by using a variety of teaching and learning materials that represent all modalities (i.e., that make use of all the senses, that employ different media, and so on). | ||||
| What approach should site planning of campuses incorporate from the beginning? | a human centric approach incorporating the principles of universal design | This section focuses on key aspects of campus accessibility for their built environments and guides the various elements to be made accessible. 5. Site Planning of Campuses 5.1.1. Site planning of HEIs and their campuses involves the overall planning of educational environments which needs to sensitively respond to a human centric approach incorporating the principles of universal design from the beginning itself. Universal accessibility needs to start from the point of campus entrance to the total experience of being on campus in every facet of it, be it mobility, be it learning, be it recreation or any other form of activities. Site planning is one of the first steps to ensure | 317 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/8572354_Final-Accessibility-Guidelines.pdf | Site planning of HEIs and their campuses involves the overall planning of educational environments which needs to sensitively respond to a human centric approach incorporating the principles of universal design from the beginning itself. | 69 | page=69,block=3 | ||
| What design principles should recreational spaces in HEIs follow to ensure accessibility? | Universal Design and accessibility parameters | All recreational spaces, common rooms, activity halls or rooms, gymnasium, yoga halls, etc in the HEIs should have easy access and be built on the Universal Design and accessibility parameters with step-free wider access doors. Sports and recreational equipment should be accessible and space for approach and use be ensured. Where needed, persons with disabilities be consulted for the installation of specialized exercise/sports equipment. | 147 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/8572354_Final-Accessibility-Guidelines.pdf | All recreational spaces, common rooms, activity halls or rooms, gymnasium, yoga halls, etc in the HEIs should have easy access and be built on the Universal Design and accessibility parameters with step-free wider access doors. | 77 | page=77,block=7 | 0.700 | valid |
| What do adaptations or modifications in assessments refer to? | changes in the level or method of instruction that a student receives as a result of his or her specific disability | adaptations or modifications are changes in the level or method of instruction that a student receives as a result of his or her specific disability. 7.1.2. Accessible assessment should be an integral or inbuilt feature of any assessment. students with visual disabilities have access to the test | 33 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/8572354_Final-Accessibility-Guidelines.pdf | adaptations or modifications are changes in the level or method of instruction that a student receives as a result of his or her specific disability. | 95 | page=95,block=7 | 0.700 | valid |
| What is the goal of inclusive education for students? | 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 | https://www.ugc.gov.in/pdfnews/8572354_Final-Accessibility-Guidelines.pdf | a) Inclusive practices in education ensure quality education without discrimination to any learner. | 17 | page=17,block=10 | 0.700 | valid |
| What is the purpose of Universal Design for Learning (UDL)? | to enhance learning of all students in an inclusive manner | No single method can reach all learners; hence there is a need of having multiple pathways to achieve the goals of instruction. Universal Design is not just a technique for special education; rather it is a technique to enhance learning of all students in an inclusive manner. The faculty needs to consider Universal Design for Learning (UDL) for the following key . 6.7.1. It follows universality and equity. Planning of learning opportunities must cover the learning of all students, whatever their level of achievement, and help each one reach his or her potential. 6.7.2. It follows flexibility and inclusiveness. The planning of teaching and the time teachers allocate to students’ activities must be sufficiently flexible to provide real learning experiences for all students, regardless of their performance level. | 217 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/8572354_Final-Accessibility-Guidelines.pdf | Universal Design is not just a technique for special education; rather it is a technique to enhance learning of all students in an inclusive manner. | 88 | page=88,block=6 | ||
| What is the requirement for official documents to be accessible to persons with disabilities? | need to be in a format readable and understandable by all, including by persons with disabilities | Instructional materials, written correspondence, circulars, or any other official documents need to be in a format readable and understandable by all, including by persons with disabilities. It is the responsibility of the institution that if the content in its original format is not accessible, then the same is converted to a format that is usable by persons with disabilities. Section 52(1)(zb) of the Indian Copyright Amendment Act (2012) allows for such conversion of the copyrighted materials without seeking prior permission of the copy-right owner. | 92 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/8572354_Final-Accessibility-Guidelines.pdf | Instructional materials, written correspondence, circulars, or any other official documents need to be in a format readable and understandable by all, including by persons with disabilities. | 52 | page=52,block=5 | 0.700 | valid |
Read straight from the file — download or use the API URL for the full dataset.
| 39 |
| page=39,block=1 |
| 0.700 |
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| 119 |
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| 0.700 |
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| 89 |
| page=89,block=5 |
| 0.700 |
| valid |
| 0.700 |
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