Addressing the social exclusion and systemic barriers faced by students with disabilities at IIT Delhi and the urgent need for sensitisation
The Fleeting Joy of IIT Dream
A dream come true for many, the joy of achieving the IIT dream was, however, fleeting for Pravesh (name changed), who had imagined a life free from the lingering stares and dismissive whispers of people just exposed to his disability, and why shouldn't he, after all, he was entering the abode of the most 'intellectual' people of his age group. The welcome session was a blast; he was amazed by the infrastructure and the different provisions the institute provided. "Things couldn't get any better!" he said as he went to his new room to unpack. In the room were his new roommates and their parents, who took their careful eyes off their son's cupboard, which they had been setting, to pay attention to Pravesh's disability. "My son can't have you as his roommate. He's here to focus on his studies, not to look after you." shrieked a parent. After multiple requests, he was moved to another hostel, where he shared a room with a visually impaired student—finally, someone who understood the experience of being marginalised in an indifferent world. This isn't just Pravesh's story; it marks the beginning of the social exclusion faced by the students with disabilities community on campus.
Social Exclusion and Systemic Barriers
The marginalisation of students with disabilities begins early on, as social hierarchies are formed based on JEE ranks. The newly formed hierarchy effectively outcasts students with disabilities, either by making them feel inferior or by subjecting them to discrimination from their peers, who are sometimes inconsiderate of the person's disability. "I remember once when my friend and I were planning to participate in the OAE sport event – Sangam, others overheard our conversation and, previously unaware of my friend's students with disabilities status, commented, ye toh wheelchair pe hai dikh rha hai, par tum kis baat ka quota khaa rhe ho?'' (He's in a wheelchair, but what excuse do you have for taking up a reservation seat?)" recalled a student as he narrated anecdotes of systemic barriers outcasting the students with disabilities. The very fear of judgment and exclusion discourages many students with disabilities from participating in events like Nishaan (cultural event for students with disabilities) and Sangam (sports event for students with disabilities), hindering their social and personal growth. To conceal their identities, these students often avoid participating in these events.
Another factor contributing to the alienation of students with disabilities is the lack of accessible infrastructure, which prevents them from attending social functions like parties. The absence of disability-friendly restrooms further restricts their movement within hostels, exacerbating their isolation.
'Special Provisions'
Though well-intentioned, the special infrastructure and arrangements for students with disabilities play their fair share of isolating other students from them as they find themselves in an unfamiliar corner of the room (Lecture Halls) with no one near them, hindering the first place of forging meaningful relationships - the classroom. As one student shared, "I could sense people's hesitation in talking to us, perhaps because they hadn't had many interactions with us before. Seated up front on the special benches, I was often alone. Even when someone did approach, they would maintain a distance, leaving a vacant seat between us." The net result is a vicious cycle: students with disabilities hesitate to interact due to fear of judgment, while others, uncertain of how to interact, prefer keeping a safe distance.
Clubs and societies often require a minimum CGPA to become an active club member, which can be a significant barrier for such students, given the additional systemic barriers they face. This requirement, coupled with the reluctance to take students with disabilities for such posts, limits their opportunities to participate in extracurricular activities. Furthermore, these students often lack the necessary social connections to enter clubs, further aggravating their exclusion. Interestingly, even if the administration were to relax the CGPA requirement specifically for students with disabilities, it could lead to unintended consequences. For instance, a perception might arise that these students earn positions of responsibilities (PoRs) unfairly through "quotas" rather than merit. This would reinforce stereotypes and deepen existing biases, undermining their efforts to integrate into the student community. Perhaps a more inclusive approach would be reconsidering the CGPA barrier for all positions of responsibility, fostering an environment where opportunities are accessible to everyone, regardless of their circumstances.
Even when students with disabilities meet the CGPA criteria, they may face challenges in club environments that are not fully inclusive. For example, the mode of work and instructions may not be accessible to all, leading to difficulties in understanding tasks, participating in discussions, and contributing effectively. This can result in them feeling marginalised and excluded from the club experience.
An immediate effect of social exclusion is a large section of the students with disabilities being consumed by self-doubt and deprivation of the opportunity to learn and grow to their full potential. This can limit their future opportunities, hindering their academic and professional aspirations.
Steps Towards Inclusion and Awareness
One may ask about the corrective measures with only a few of the difficulties presented. I believe the answer is quite simple - inducing thoughtfulness and sensitivity. Before executing a decision, consider its impact on all the stakeholders. For example, many would have felt that the onboarding process in the 1st year is quite hectic; now, think about what would have been the case for people with locomotor disabilities; are there sufficient provisions for such students? What about the long lines during fests? Are there appropriate provisions for such students? Are there enough provisions for such students to complete their NGU hours?
Along the same lines, are there enough provisions for placement services? Aren't the cubicles a bit too cramped for people who use wheelchairs? Have you ever come across PPT rounds? Imagine if a visually impaired student had to participate in one—how would they navigate it? Is there a workaround?
There is also a need to reduce the gap between students with disabilities and other students by instilling confidence and self-esteem within these students. Inviting successful alums with disabilities as speakers can inspire and motivate students in similar circumstances. Additionally, raising awareness and sensitivity among the general public is essential. By promoting understanding and empathy, we can encourage open and respectful interactions with individuals with disabilities, focusing on the sense of collectiveness among all the students.
Note: The views expressed in this opinion article solely belong to the author and do not constitute the views of BSP.
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