Disabilities and Discipline (D&D)
Disciplines or fields of knowledge are less prepared when it comes to disability accommodation and such a situation is remediable. We call such a curious and troublesome nexus between disabilities and disciplines as the D&D phenomenon. We believe D&D is a cutting-edge knowledge system that does not exist anywhere in the world. The ARC emphasizes that accessibility needs to be approached from a bottom-up approach where accessibility is not seen as an external fixture like a device, but as something that should be built within the discipline and curriculum from conception. There is a need to formulate functional disciplines that are accessible and inclusive. The ARC strives to make all disciplines accessible to persons with various disabilities by redesigning syllabus building, curricular design, assessment and teaching and learning process. With this in mind, our teacher tutorials are designed for educators working with blind, low vision and/or Deaf students in an inclusive educational setup.
The D&D phenomenon highlights the gap in disability accommodation across academic disciplines, advocating for accessibility to be integrated into curricula from the start. At ARC, we aim to make all disciplines inclusive by redesigning syllabi, assessments, and teaching methods. Our teacher tutorials support educators working with blind, low-vision, and Deaf students in inclusive settings.
Our ongoing projects span across various disciplines, including Music, Blindness, and Accessibility, Dance, Blindness, and Accessibility, Linguistics and Blindness, Martial Arts and Accessibility, Art and Blindness, Journalism and Blindness, STEM and Hearing Impairment, Law and Blindness, and Diplomacy and Blindness. Through these initiatives, we are working to create more inclusive educational practices and environments across diverse fields of knowledge.
