A Study of Facilities Provided for Divyang (Differently Abled) Students in Medical College Libraries in Maharashtra

Int. Jr. of Contemp. Res. in Multi. PEER-REVIEWED JOURNAL Volume 4 Issue 6 [NovDec] Year 2025 367 © 2025 Khetaram T. Pariyaria. This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY NC ND).https://creativecommons.org/licenses/by/4.0/ Research Article A Study of Facilities Provided for Divyang (Differently Abled) Students in Medical College Libraries in Maharashtra Khetaram T. Pariyariya* Assistant Librarian, Bharataratna Atal Bihari Vajpayee Medical College, Pune, Maharashtra, India Corresponding Author: *Khetaram T. Pariyariya DOI: https://doi.org/10.5281/zenodo.17918730 Abstract Manuscript Information Divyang (differently abled) students are essential contributors to societal progress, and ensuring equal educational opportunities for them is a social, academic, and moral responsibility. Medical education is highly intensive, technical, and skill-oriented; therefore, accessible and supportive facilities are crucial for these students. This study offers a comprehensive review of the facilities available for Divyang students in the libraries of various medical colleges across Maharashtra, their practical utilisation, effectiveness, and the challenges faced during implementation. While some advanced institutions provide e-resources, ramps, screen readers, Braille materials, and assistive technologies, many libraries still lack basic facilities, trained staff, and accessible infrastructure. The study highlights that effective implementation of government policies, adequate funding, technological upgradation, and capacity-building of librarians can significantly strengthen and make library services more inclusive and Divyang-friendly. ▪ ISSN No: 2583-7397 ▪ Received: 14-10-2025 ▪ Accepted: 28-11-2025 ▪ Published: 13-12-2025 ▪ IJCRM:4(6); 2025: 367-372 ▪ ©2025, All Rights Reserved ▪ Plagiarism Checked: Yes ▪ Peer Review Process: Yes How to Cite this Article Pariyaria KT. A Study of Facilities Provided for Divyang (Differently Abled) Students in Medical College Libraries in Maharashtra. Int J Contemp Res Multidiscip. 2025;4(6):367-372. Access this Article Online www.multiarticlesjournal.com KEYWORDS: Divyang, library services, Divyang-friendly, Rights of Persons with Disabilities Act Int. Jr. of Contemp. Res. in Multi. PEER-REVIEWED JOURNAL Volume 4 Issue 6 [NovDec] Year 2025 368 © 2025 Khetaram T. Pariyaria. This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY NC ND).https://creativecommons.org/licenses/by/4.0/ 1. INTRODUCTION Education is the most powerful tool for the holistic development of an individual. According to the Rights of Persons with Disabilities Act, 2016, persons with disabilities are entitled to equal opportunities, protection, and dignified living. The Government of India and the University Grants Commission (UGC) have issued clear directives to higher education institutions to provide necessary facilities for Divyang students. A medical college library is not merely a repository of books; it is a centre for research, information literacy, e-learning, and professional development. Hence, accessible, barrier-free, and technologically equipped library services are essential for Divyang students. 2. OBJECTIVES OF THE STUDY The major objectives of this research are as follows: 1. To study the facilities available for Divyang students in medical college libraries in Maharashtra. 2. To understand the nature of physical, technological, and informational facilities available. 3. To identify the challenges encountered while using these facilities. 4. To examine the role of librarians and administration in providing support. 5. To offer recommendations and improvements for the future. 3. Hypothesis 1. Most medical college libraries do not have adequate facilities required for Divyang students. 2. The use of modern assistive technologies is limited. 3. Lack of trained manpower is a major issue. 4. Analysis Below are the classification and description of the 21 disability types as per the Rights of Persons with Disabilities Act. 1) Blindness Description: Complete or near-complete loss of vision makes daily activities difficult. Examples: ● Congenital blindness ● Loss of vision due to accident or disease Medical Criteria: ● Visual acuity: 3/60 or less ● Field of vision: less than 10 degrees ● WHO blindness criteria applicable 2) Low Vision Description: Vision is present but insufficient for reading or working without assistive devices. Examples: ● Post-cataract conditions ● Retinal degeneration Medical Criteria: ● BCVA between 6/18 and 3/60 ● Presence of field defects 3) Hearing Impairment Description: Partial or complete loss of hearing ability. Examples: ● Total deafness ● Moderate to severe hearing loss Medical Criteria: ● 60 dB hearing loss in the better ear ● Audiometry certification required 4) Deafblindness Description: Combined impairment of hearing and vision. Examples: ● Congenital dual sensory loss ● Age-related dual impairment Medical Criteria: ● Meeting both blindness and hearing impairment criteria 5. Speech and Language Disability Description: Difficulty in speech production, clarity, or language comprehension. Examples: • Stammering • Dysarthria Medical Criteria: • Disability of more than 40% certified by a Speech-Language Pathologist 6. Intellectual Disability Description: Low IQ accompanied by limitations in adaptive behaviour. Examples: • Down syndrome • Mild/Moderate/Severe intellectual impairment Medical Criteria: • IQ < 70 • Tests: Stanford-Binet / Wechsler scales 7) Specific Learning Disabilities (SLD) Description: Neurodevelopmental difficulties in reading, writing, or mathematical ability. Examples: • Dyslexia • Dyscalculia • Dysgraphia Medical Criteria: • Assessment by a clinical psychologist • Gap between aptitude and achievement • DSM-5 criteria 8) Autism Spectrum Disorder (ASD) Description: Developmental disorder affecting social interaction, language, and behaviour. Examples: • Social communication deficits • Repetitive behaviours Medical Criteria: • DSM-5 criteria Int. Jr. of Contemp. Res. in Multi. PEER-REVIEWED JOURNAL Volume 4 Issue 6 [NovDec] Year 2025 369 © 2025 Khetaram T. Pariyaria. This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY NC ND).https://creativecommons.org/licenses/by/4.0/ •Diagnosis by a developmental paediatrician/psychiatrist 9) Mental Illness Description: Long-term disturbances in thought, mood, or behaviour. Examples: • Severe depression • Schizophrenia • Bipolar disorder Medical Criteria: ● Mental disability ≥ 40% certified by a psychiatrist 10. Chronic Neurological Conditions Description: Reduced functioning due to diseases of the brain or nerves. Examples: ● Epilepsy ● Brain injury Medical Criteria: ● Neurologist’s evaluation ● Recurrent seizures or neurological deficits 11. Locomotor Disability Description: Difficulty in movement due to issues in limbs, bones, or joints. Examples: a. Post-polio deformities b. Joint stiffness Medical Criteria: c. Locomotor impairment ≥ 40% d. Goniometry and walking tests 12. Muscular Dystrophy Description: Progressive weakening and degeneration of muscles. Examples: a. Duchenne Muscular Dystrophy b. Becker Muscular Dystrophy Medical Criteria: c. Genetic tests d. EMG reports e. Progressive muscle weakness 13. Leprosy Cured Persons Description: Residual physical deformities despite being cured of leprosy. Examples: a. Numbness in hands/feet b. Facial deformities Medical Criteria: c. No active infection d. Residual deformities > 40% 14 Cerebral Palsy Description: Motor dysfunction due to brain injury during development. Examples: e. Spastic CP f. Ataxic CP Medical Criteria: g. Diagnosis by paediatric neurologist h. Persistent motor impairment 15. Dwarfism Description: Abnormally short stature. Example: a. Achondroplasia Medical Criteria: b. Height < 4 ft 10 in (147 cm) c. Endocrine/orthopedic evaluation 16. Acid Attack Victims Description: Severe injuries to skin, face, or eyes due to acid burns. Examples: a. Facial/hand burns b. Loss of vision Medical Criteria: c. Plastic surgeon/medical board certification d. Severity of burns + functional loss 17. Parkinson’s Disease Description: Degenerative disorder due to reduced dopamine levels affecting movement. Examples: a. Tremors b. Gait imbalance Medical Criteria: c. Neurologist’s diagnosis d. UPDRS impairment > 40% 18. Multiple Sclerosis (MS) Description: Damage to nerve coverings reduces bodily control. Examples: a. Difficulty walking b. Blurred vision Medical Criteria: MRI evidence c. Neurological disability score 19. Haemophilia Description: Low clotting factors cause prolonged bleeding. Examples: a. Excessive bleeding from minor injuries b. Joint bleeding Medical Criteria: c. Factor VIII/IX levels < 40% 20. Thalassemia Description: Reduced hemoglobin production requiring regular blood transfusion. Examples: a. Thalassemia Major b. Thalassemia Intermedia Medical Criteria: Haemoglobin electrophoresis Increased HbF Int. Jr. of Contemp. Res. in Multi. PEER-REVIEWED JOURNAL Volume 4 Issue 6 [NovDec] Year 2025 370 © 2025 Khetaram T. Pariyaria. This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY NC ND).https://creativecommons.org/licenses/by/4.0/ 21. Sickle Cell Disease Description: Abnormally shaped red blood cells causing severe health issues. Examples: a. Pain crises b. Anemia Medical Criteria: c. Haemoglobin electrophoresis d. HbS positive (B) Physical Facilities – Detailed Analysis Physical facilities in medical college libraries play a crucial role in ensuring easy access, movement, and usage for Divyang (differently abled) students. These facilities guarantee not only accessibility but also safety, independence, and equal participation in academic environments. 1. Ramps and Lift Provisions for Wheelchair Users ● Every library building must include wheelchair-friendly ramps. ● Ramps should be designed with a 1:12 gradient, non-slip surfaces, and appropriate handrails. ● As many medical college libraries are multi-storeyed, automatic lifts become essential. ● Lifts equipped with Braille buttons and audio announcements greatly assist visually impaired students. 2. Wider Doors and Spacious Movement Areas Doorways must be 90–120 cm wide to allow smooth entry and exit for wheelchair users. ● Aisles between book racks should be 1.2–1.5 meters wide to facilitate unobstructed movement. ● Many rural libraries face space limitations, resulting in movement-related difficulties for Divyang students. 3. Special Reading Tables and Chairs ● Adjustable-height tables support the needs of wheelchair users. ● Ergonomic chairs are necessary for students with back pain or muscular disorders. ● Some institutions also use standing desks and foldable reading tables. 4. Braille Sign Boards and Directional Indicators ● Braille labels, directional boards, catalog room signs, washroom signs, and lift indicators are essential for visually impaired students. ● Many colleges still rely solely on English signboards, which are not disability-friendly. ● Tactile flooring improves navigation and enhances accessibility. 5. Disability-Friendly Washrooms ● Grab bars, slip-resistant flooring, adequate space, lowheight washbasins, and automatic flush systems must be provided. ● Many rural and private colleges lack fully accessible washroom facilities. The study reveals that prominent medical colleges in major cities generally provide these facilities, while rural and resource-poor institutions offer limited support. This disparity contradicts the standards mandated under the Rights of Persons with Disabilities (RPwD) Act. (C) Technological Facilities – Detailed Analysis Digital technology has emerged as a powerful tool for enhancing educational accessibility for Divyang students. In medical education—where information is constantly evolving— technological support is indispensable. 1. Screen Reader Software (JAWS, NVDA, VoiceOver) ● Screen readers assist visually impaired students by reading out computer screens, OPAC entries, e-books, and websites. ● NVDA, being free, is especially useful for rural colleges. ● Many libraries do not use these tools due to outdated software versions. 2. Braille Printer and Braille Display ● Braille printers help produce Braille copies of essential readings. ● Refreshable Braille Displays enable real-time reading of digital text. ● High equipment costs prevent many libraries from adopting these technologies. 3. Audiobooks and E-Resources Audio-based learning is extremely beneficial for students with multiple sclerosis and visual impairments. ● Resources from the National Digital Library (NDLI), NPTEL, and PubMed Central are helpful for medical studies. 4. Voice Typing Software ● Assists students with speech or motor impairments in preparing notes. ● Tools like Google Voice Typing and Dictation.io are commonly used. 5. Access to Digital Libraries, E-Journals, and Databases ● Enables 24×7 self-learning. ● Databases such as PubMed, ScienceDirect, and ProQuest provide easy access to quality literature. ● Rural institutions struggle due to slow internet, high subscription costs, and lack of technical support. Although digital facilities exist, their utilisation remains limited due to: ● Lack of regular software updates ● Insufficiently trained staff ● Inadequate funding These constraints prevent Divyang students from fully benefiting from technological resources. (D) Information Services – Detailed Analysis Modern libraries aim to provide personalised information services rather than simply issuing books. These services are vital for Divyang students. Int. Jr. of Contemp. Res. in Multi. PEER-REVIEWED JOURNAL Volume 4 Issue 6 [NovDec] Year 2025 371 © 2025 Khetaram T. Pariyaria. This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY NC ND).https://creativecommons.org/licenses/by/4.0/ 1. Special Reference Services ● Assisting students in locating subject-specific books, eresources, and data. ● For visually impaired students, librarians often perform OPAC searches on their behalf. 2. Reader Advisory Services ● Suggesting appropriate study materials based on students’ abilities. ● Recommending simplified or visually enriched resources for students with SLD. 3. Customised Information Support ● Providing notes, printouts, scanned copies, and enlargedtext printouts. ● Offering syllabus-based reference lists for medical subjects. 4. Audio Notes and E-Notes Services ● Useful for visually impaired and neurologically challenged students. ● Providing teachers’ PPTs or e-content in accessible formats. (E) Role of Librarians and Staff – Detailed Analysis No matter how advanced the facilities are, they remain ineffective without trained and empathetic library staff. 1. Disability-Sensitive Behaviour ● Understanding students’ concerns ● Reducing stigma ● Ensuring a safe and respectful environment 2. Technical Training ● Proficiency in screen readers, database navigation, and audiobooks ● Skills in digital scanning and format conversion 3. Supportive Role ● Providing direct help in accessing, reading, printing, and catalog searching ● Assisting students in preparing personalised study plans 4. Ensuring Privacy and Dignity ● Maintaining confidentiality regarding students' disabilities ● Encouraging independence by avoiding unnecessary assistance (F) Economic and Policy-Related Challenges – Detailed Analysis In many Indian rural and government institutions, the availability of facilities for Divyang students is hindered by several issues: 1. Inadequate Funding ● Assistive technologies such as Braille printers and JAWS are expensive ● Regular maintenance is difficult 2. Lack of a Dedicated Divyang Study Room ● Students lack a quiet, accessible, and safe space for study 3. Delayed Government Grants ● Financial assistance under the RPwD Act often reaches institutions late 4. Poor Implementation of Policies ● Lack of awareness at the college level ● Insufficient monitoring and annual audits CONCLUSION This study presents a detailed overview of the preparedness, facilities, and actual implementation of services for Divyang students in the medical college libraries of Maharashtra. Urban and leading medical colleges provide comparatively advanced infrastructure, technological support, ramps, lifts, screen readers, digital libraries, special reading rooms, and trained staff. These significantly enhance independence, accessibility, and confidence among Divyang students. Conversely, rural and semi-urban medical colleges face a shortage of both physical and technological facilities. Limited space, inadequate funding, lack of trained staff, outdated software, and non-inclusive library infrastructure pose major challenges. These barriers negatively affect the academic progress of Divyang students. Given that medical education is knowledge-intensive, skilldriven, and constantly evolving, inclusive and technologically equipped library services are essential. The following measures are highly recommended: Key Recommendations Dedicated Accessible Study Rooms Quiet, spacious, and assistive-technology-equipped rooms for Divyang students. Mandatory Advanced Assistive Technology Screen readers, Braille displays, voice typing tools, OCR scanners, and e-library access. Regular Training for Librarians and Technical Staff Covering software usage, disability awareness, and educational needs of Divyang students. Effective Implementation of Government Schemes and RPwD Act 2016 Ensuring timely financial support and proper utilisation of funds. Barrier-Free Infrastructure in All Libraries Ramps, lifts, Braille signs, accessible washrooms, wide aisles, and ergonomic furniture. REFERENCES 1. Government of India. The Rights of Persons with Disabilities Act, 2016 (RPwD Act). New Delhi: Ministry of Law and Justice; 2016. 2. University Grants Commission (UGC). Guidelines for Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995 for Higher Educational Institutions. New Delhi: UGC; 2018. 3. Ministry of Social Justice & Empowerment. Accessible India Campaign (Sugamya Bharat Abhiyan) – Progress Report. Government of India; 2021. 4. Association of Indian Universities. Handbook on Inclusive Education for Students with Disabilities. New Delhi: AIU; 2020. 5. World Health Organization. World Report on Disability. Geneva: WHO; 2011. Creative Commons (CC) License This article is an open-access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY 4.0) license. This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. About the Author Khetaram T. Pariyariya is an Assistant Librarian at Bharataratna AtalBihari Vajpayee Medical College, Pune, Maharashtra. He specializes in library management, information services, and inclusive library practices. His research interests include accessibility for Divyang students, digital library resources, and the role of technology in improving academic support systems. Int. Jr. of Contemp. Res. in Multi. PEER-REVIEWED JOURNAL Volume 4 Issue 6 [NovDec] Year 2025 372 © 2025 Khetaram T. Pariyaria. This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY NC ND).https://creativecommons.org/licenses/by/4.0/ 6. Singh A, Gahlot A. Assistive Technology in Higher Education Libraries: A Study on Accessibility for Visually Impaired Students. Int J Libr Inf Stud. 2020;10(2):45-53. 7. Patil S, More P. Accessibility of Academic Libraries for Students with Disabilities: An Assessment of Maharashtra Colleges. 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Mumbai: Dept. of Social Justice; 2018. 15. National Digital Library of India (NDLI). Annual Report 2023. IIT Kharagpur; 2023. Creative Commons (CC) License This article is an open-access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY 4.0) license. This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. About the Author Khetaram T. Pariyaria is an Assistant Librarian at Bharataratna Atal Bihari Vajpayee Medical College, Pune, Maharashtra. He specialises in library management, information services, and inclusive library practices. His research interests include accessibility for Divyang students, digital library resources, and the role of technology in improving academic support systems.