What WashU, MIT, Yale, UC Berkeley have done for disabled students—and what IIT Delhi has

US universities like Yale, MIT, and Georgia Tech built accessibility with centralised services, faculty training, and advisory board. IIT Delhi leads India with innovations like smart canes and geometry kit.

A map of India created using 3D technology of tactile diagrams | Raised Lines Foundation

For students with disabilities in India, the 2016 Rights of Persons with Disabilities Act held enormous promise towards improving accessibility in Indian universities, but its implementation has lagged far behind the legislation’s intent.

The Americans with Disabilities Act (ADA) of 1990 transformed how US higher education institutions and American society approach accessibility. Initially, American universities faced many of the same challenges that Indian institutions encounter today: limited resources, infrastructure barriers, and resistant institutional mindsets.

Their three-decade journey offers valuable lessons for India.

Accessibility as quality enhancement

The first crucial insight is viewing accessibility not as compliance but as a way to improve the quality of education. The University of Washington’s DO-IT programme transformed traditional lecture halls with adjustable tables, multiple displays, and enhanced audio systems.

Similarly, MIT’s OpenCourseWare platform includes accurate captions and transcripts for all video content, aiding both disabled students and non-native English speakers. When accessibility becomes integral to education design, everyone wins.

Centralised support systems

While many Indian universities address disability support through fragmented initiatives, American institutions demonstrate the effectiveness of centralized offices. Yale University’s Student Accessibility Services provides comprehensive support across all schools, with specialised teams for captions, interpreting, and assistive technology.

Indian higher education, where students with disabilities make up less than 0.5 percent (compared to 19 percent in the US), would benefit from centralised models that create consistency and accountability.

• Disability inclusion in Indian universities lags despite the Rights of Persons with Disabilities Act 2016.
• US universities offer models of accessibility, from centralised support to faculty training.
• Assistive technology in Indian universities can drive innovation and inclusive learning.
• Student involvement in accessibility planning ensures practical, student-centred solutions.
• Accountability through audits and ranking metrics can accelerate campus accessibility.

Faculty engagement and training

The University of Illinois pioneered a faculty mentorship programme, where experienced professors guide colleagues in creating accessible content. Their “Accessibility Liaison” programme places trained faculty advocates in each department, and they serve as resources for their peers regarding disability accommodations. This approach has significantly improved campus-wide implementation of accessibility measures by creating accountability and building support networks directly within academic units rather than relying solely on central administration.

For inclusive education to progress, trained professionals are crucial. India faces a shortage of specialised staff—from sign language interpreters to mobility trainers—and lacks higher education-specific training programmes for disability services. The Rehabilitation Council of India (RCI) certifications primarily focus on school-level education, leaving university disability coordinators to rely on experience rather than formal training. Expanding this professional resource pool through targeted development programmes is essential for truly inclusive campuses.

Leveraging India’s tech advantage

India’s technology leadership offers a distinct advantage for accessibility innovation. While Georgia Tech’s Center for Inclusive Design pioneered solutions like 3D-printed tactile maps and real-time captioning services, IIT Delhi has developed advanced tools tailored to local needs—including Shapescapes (a geometry kit for visually impaired students), smart white canes, and low-cost screen readers in multiple regional languages.

Scaling such innovations across Indian higher education institutions could revolutionise accessibility nationwide. By leveraging its technological expertise, India can become a global leader in assistive technology that addresses diverse linguistic and socio-economic contexts.

Centring student voices

American universities have recognised that effective inclusion requires the active involvement of students with disabilities in institutional planning. UC Berkeley’s Disabled Students’ Program (DSP) established a Student Advisory Board that meets monthly with administrators to provide feedback on accessibility initiatives. This has led to improvements, such as the development of an accessible campus navigation app and enhanced classroom accommodations.

In India, where top-down approaches often sideline student voices, creating formals e for representation is essential. By involving students in decision-making processes, universities can ensure that accessibility measures address their actual needs rather than relying on assumptions.

Creative funding solutions

Financial constraints need not halt progress. The University of Arizona developed a programme where students receive digital course materials, with costs charged to bursar accounts and covered through financial aid. This increased access by 34 percent for students with disabilities.

Indian institutions can adopt similar innovative funding mechanisms, such as corporate social responsibility (CSR) initiatives, public-private partnerships, and government grants. For example, IIT Delhi’s Assistive Technology Lab has developed affordable assistive technologies in collaboration with industry partners, showcasing how such partnerships can create high-impact solutions while optimising limited budgets.

Accessibility in Indian universities: A roadmap

For Indian universities seeking enhanced accessibility, a phased approach offers the most realistic path:

Immediate (0-6 months): Conduct comprehensive accessibility audits and establish a centralised disability services office.

Short-term (6-18 months): Develop faculty training and create mechanisms for student participation in planning.

Medium-term (18-36 months): Retrofit high-priority infrastructure and develop digital accessibility policies.

Long-term (3-5 years): Integrate universal design principles into all new construction and academic programmes, as mandated by law.

While this timeline would prevent institutions from getting overwhelmed, universities should not delay later-phase initiatives if resources permit. Many of these tasks can and should run concurrently, with phasing serving as prioritisation guidance rather than a reason to postpone urgent accessibility improvements. The need to create inclusive education environments demands that institutions move as quickly as possible on all fronts.

A call to action: Begin with accountability

Every university administrator should commission an independent accessibility audit immediately. Conducted by qualified experts with disability representation, this baseline evaluation would identify priority areas and establish metrics for measuring progress.

The Ministry of Education should integrate accessibility audits into accreditation processes, while the National Assessment and Accreditation Council (NAAC) and the National Institute Ranking Framework (NIRF) should incorporate accessibility metrics as key evaluation criteria. This approach would create accountability and motivate improvement. Universities that proactively pursue such assessments could gain recognition through improved rankings and should qualify for dedicated implementation grants, creating a positive cycle of inclusion-focused development.

The true measure of an educational institution lies in how well it serves all potential learners. By making campuses truly accessible, Indian universities can enhance education quality for everyone while fulfilling their fundamental social responsibility. The question is not whether we can afford to create inclusive campuses, but whether we can afford not to. The future of millions of students, and India’s educational potential, depends on our answer.

Tarini Mohan is Manager, Disability Inclusion in Higher Education at 9.9 Education. Views are personal.

(Edited by Prashant)