| What are qualifications as defined by the National Higher Education Qualifications Framework? | formal ‘awards’ such as a certificate, diploma, or degree | National Higher Education Qualifications Framework (NHEQF), 2022 The draft of the National Higher Education Qualifications Framework (NHEQF) has great implications for the structure of higher education in India. It is a move towards multidisciplinary university education also offering instruction in Indian languages. It also aims to revamp the curriculum, assessment, and support for enriched student experiences. Qualifications are formal ‘awards’ such as a certificate, diploma, or degree. Qualifications are awarded by a competent authority such as a college or university in recognition of the attainment by students of the expected learning outcomes on the successful completion of a particular programme of study. | 435 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/0989282_Guidelines_for_Credit_Based_Course_on_Pedagogical_Aspects_for_Teaching_Divyangjans_Persons_with_Specific_Learning_Disabilities.pdf | Qualifications are formal ‘awards’ such as a certificate, diploma, or degree. | 11 | page=11,block=0 | 0.700 | valid |
| What defines an inclusive pedagogy that is encouraged across all levels of education? | the use of multiple modes of delivery, addressing various learning styles and learning needs of Divyangjans and students with specific learning disabilities (SLDs) | It signifies the inevitability of redefining the curriculum, keeping pace with the liberalization and globalization in education to allow students, irrespective of any diversity, including students with disabilities, an accessible mode of mobility to various educational institutions with the facility of credit transfer. Evaluation in the credit system needs to describe an educational program by attaching credits to its components based on different parameters such as course load, learning outcomes, and contact hours for teaching and learning. With the flexibility in the selection of subjects and courses, an inclusive Pedagogy characterized by the use of multiple modes of delivery, addressing various learning styles and learning needs of Divyangjans and students with specific learning disabilities (SLDs), needs to be promoted at all levels of education. | 651 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/0989282_Guidelines_for_Credit_Based_Course_on_Pedagogical_Aspects_for_Teaching_Divyangjans_Persons_with_Specific_Learning_Disabilities.pdf |
| What does accessibility for learning-disabled people in higher education involve? | designing courses and developing a teaching style to meet the needs of people who have various types of learning disabilities | Accessibility and Pedagogy 4. Accessibility of Persons with Disabilities in HEIs: Accessibility for learning-disabled people in Higher Education means the process of designing courses and developing a teaching style to meet the needs of people who have various types of learning disabilities due to varying learning styles. There is no single way to teach, people with learning disabilities as they learn in a variety of ways; using different instructional methods will help meet the needs of the greatest number of learners. Inclusive practices in education ensure quality education without discrimination against any learner. It fulfills diverse needs in a responsive and supportive manner. | 166 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/0989282_Guidelines_for_Credit_Based_Course_on_Pedagogical_Aspects_for_Teaching_Divyangjans_Persons_with_Specific_Learning_Disabilities.pdf | Accessibility of Persons with Disabilities in HEIs: Accessibility for learning-disabled people in Higher Education means the process of designing courses and developing a teaching style to meet the needs of people who have various types of learning disabilities due to varying learning styles. |
| What does the Choice Based Credit System (CBCS) allow students to do? | opt for courses & subjects of their choice - core, elective, open or global electives & skill-based courses | Pedagogy of Choice Based Credit System (CBCS) and Academic Bank of Credits (ABC) for Students with Disabilities in HEIs The Choice Based Credit System (CBCS) is an educational model that offers students to opt for courses & subjects of their choice - core, elective, open or global electives & skill-based courses. Unlike the traditional marking-based system, the CBCS grading pattern is based on earned credits every semester. As per National Education Policy 2020, the Academic Bank of Credits (ABC) has been envisaged to facilitate the academic mobility of students with the freedom to study across the Higher Education Institutions in the country with an appropriate “credit transfer” mechanism from one programme to another, leading to attain a Degree/ Diploma/PG-diploma, etc. Academic Bank of Credits shall deposit credits awarded by registered institutions into students’ accounts. | 206 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/0989282_Guidelines_for_Credit_Based_Course_on_Pedagogical_Aspects_for_Teaching_Divyangjans_Persons_with_Specific_Learning_Disabilities.pdf | Pedagogy of Choice Based Credit System (CBCS) and Academic Bank of Credits (ABC) for Students with Disabilities in HEIs The Choice Based Credit System (CBCS) is an educational model that offers students to opt for courses & subjects of their choice - core, elective, open or global electives & skill-based courses. |
| What is Autism Spectrum Disorder, and when does it typically appear? | a neuro-developmental condition typically appearing in the first three years of life | If required encourage the use of augmentative and alternative communication systems. • An inclusive learning environment can be built so that positive attitudes toward students with intellectual disabilities can be created. • Repeated instruction with a multi-sensory approach should be applied to teach a concept. • Oral instructions are to be given at the time of the examination apart from writing on the boards and repeated clearly after calling for the attention of the students. Autism Spectrum Disorder Autism Spectrum Disorder is a neuro-developmental condition typically appearing in the first three years of life that significantly affects a person’s ability to communicate, understand relationships and relate to others, and is frequently associated with unusual or stereotypical rituals or behaviors. | 538 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/0989282_Guidelines_for_Credit_Based_Course_on_Pedagogical_Aspects_for_Teaching_Divyangjans_Persons_with_Specific_Learning_Disabilities.pdf | Autism Spectrum Disorder Autism Spectrum Disorder is a neuro-developmental condition typically appearing in the first three years of life that significantly affects a person’s ability to communicate, understand relationships and relate to others, and is frequently associated with unusual or stereotypical rituals or behaviors. |
| What is the goal of inclusive practice in education? | quality education without discrimination against any learner. | The inclusive practice in education ensures quality education without discrimination against any learner. The guidelines specifically focus on pedagogical aspects of teaching persons with disabilities, including specific learning disabilities in general, and teaching credit-based courses to persons with disabilities, including specific learning disabilities, particularly in a non-conducive inclusive environment. University Grants Commission aims to increase the participation of persons with disabilities in higher education and improve the teaching-learning process and environment so that persons with disabilities, including specific learning disabilities, can enhance their skills, knowledge, and inclusive participation in higher education so that they may become productive citizens of a pluralistic society. | 44 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/0989282_Guidelines_for_Credit_Based_Course_on_Pedagogical_Aspects_for_Teaching_Divyangjans_Persons_with_Specific_Learning_Disabilities.pdf | The inclusive practice in education ensures quality education without discrimination against any learner. The guidelines specifically focus on pedagogical aspects of teaching persons with disabilities, including specific learning disabilities in general, and teaching credit-based courses to persons with disabilities, including specific learning disabilities, particularly in a non-conducive inclusive environment. |
| What is the goal of the United Nations Convention on Rights of Persons with Disabilities (UNCRPD)? | to promote, protect and ensure the full and equal enjoyment of human rights and fundamental freedom by all persons with disabilities | NCF-2005 recommends that the policy of inclusion is to be implemented throughout the educational system ensuring the participation of all students. NCF 2005 is directed towards developing an inclusive teaching-learning process and meaningful experience for students with diverse needs. 1. United Nations Convention on Rights of Persons with Disabilities (UNCRPD) The purpose of UNCRPD is to promote, protect and ensure the full and equal enjoyment of human rights and fundamental freedom by all persons with disabilities and to promote respect for their inherent dignity, and individual autonomy including the freedom to make one’s own choices and independence. It advocates reasonable accommodation for persons with disabilities and demands accessibility in all areas of life, health, education, and infrastructure. It recognizes the rights of persons with disabilities to education. | 388 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/0989282_Guidelines_for_Credit_Based_Course_on_Pedagogical_Aspects_for_Teaching_Divyangjans_Persons_with_Specific_Learning_Disabilities.pdf |
| What is the purpose of awarding qualifications under the National Higher Education Qualifications Framework? | recognition of the attainment by students of the expected learning outcomes on the successful completion of a particular programme of study. | National Higher Education Qualifications Framework (NHEQF), 2022 The draft of the National Higher Education Qualifications Framework (NHEQF) has great implications for the structure of higher education in India. It is a move towards multidisciplinary university education also offering instruction in Indian languages. It also aims to revamp the curriculum, assessment, and support for enriched student experiences. Qualifications are formal ‘awards’ such as a certificate, diploma, or degree. Qualifications are awarded by a competent authority such as a college or university in recognition of the attainment by students of the expected learning outcomes on the successful completion of a particular programme of study. | 581 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/0989282_Guidelines_for_Credit_Based_Course_on_Pedagogical_Aspects_for_Teaching_Divyangjans_Persons_with_Specific_Learning_Disabilities.pdf | Qualifications are awarded by a competent authority such as a college or university in recognition of the attainment by students of the expected learning outcomes on the successful completion of a particular programme of study. |
| What is the purpose of integrating technology-based platforms like SWAYAM and DIKSHA? | considering the diverse needs of the persons with disabilities. | It also hides portions of pages to allow users to concentrate on specific passages of text. 1) Availability of the Resources: After the need identification, all the required equipment/services need to be made available at all the units (e.g. library, canteen, photocopying services area, labs, resource centers, parking, etc.). It must be ensured that persons with disabilities should not wait or repeatedly demand the service/resources. The lag time should be minimized or zero. 2) Integration of E-contents: HEIs shall integrate the various technology-based platforms such as SWAYAM/DIKSHA etc. with teaching-learning considering the diverse needs of the persons with disabilities. | 620 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/0989282_Guidelines_for_Credit_Based_Course_on_Pedagogical_Aspects_for_Teaching_Divyangjans_Persons_with_Specific_Learning_Disabilities.pdf | with teaching-learning considering the diverse needs of the persons with disabilities. | 36 | page=36,block=0 | 0.700 | valid |
| What is the purpose of the Dyslexia Toolbox? | facilitates reading for dyslexic students | The captions appear within seconds, and the software is customizable, allowing students to change their language, font, color, background, and text position. • Ginger: Powered by artificial intelligence, Ginger is a free writing assistant that provides context-based corrections in real-time. Ginger is available both as a Google Chrome extension and as a desktop app. The software can help boost students’ creativity and increase writing speed. • Dyslexia Toolbox: The Dyslexia Toolbox is a Google Chrome extension that facilitates reading for dyslexic students. The software changes website fonts to Open Dyslexic, a font made for students with dyslexia. | 521 | definition | 1.000 | https://www.ugc.gov.in/pdfnews/0989282_Guidelines_for_Credit_Based_Course_on_Pedagogical_Aspects_for_Teaching_Divyangjans_Persons_with_Specific_Learning_Disabilities.pdf | • Dyslexia Toolbox: The Dyslexia Toolbox is a Google Chrome extension that facilitates reading for dyslexic students. | 36 | page=36,block=0 | 0.700 | valid |