Disabled NEET candidates face challenges with college admissions

In India, the road to becoming a medical professional is - to say the least - rigorous, demanding superlative academic excellence and resilience. But for candidates with disabilities, the challenges often go beyond academic difficulties; they deal with systemic inequities obstructing their rightful access to education.

Today, Times of India carried a report on Lakshay Sharma, a visually impaired NEET-UG (National Eligibility cumulative Entrance Test) 2023 candidate, scoring an impressive 548 out of 720, which should have been a straightforward ticket to medical school under the disability reservation. But he was rejected during the counselling process at a hospital where he was incorrectly deemed ineligible for disability reservation due to perceived 0% vision.

Simply speaking, they incorrectly assessed him as having no vision at all when in fact Sharma had valid disability certificates from JP Hospital, Bhopal, and AIIMS, New Delhi stating the contrary. 

It took an intervention from the chief commissioner for persons with disabilities (CCPwD) to straighten this out, ordering a reassessment at another eye centre, which correctly identified him as 40% disabled, confirming his eligibility for the reserved seat.

Recurring challenges and advocacy for standardisation

This is hardly a one-off incident. A lot of NEET candidates with disabilities face similar bureaucratic and medical oversights every year. Laxmi Chaudhary and Usman, two other disabled candidates, had similar experiences at hospitals only to be deemed eligible after reassessments. This highlights a pattern of inconsistency in the assessment process mandated by the National Medical Commission (NMC). 

Disability rights activists, along with disabled candidates, are now advocating for a standardisation of the disability assessment process, putting extra emphasis on the need to implement stringent guidelines that ensure fairness and accuracy in disability evaluations.

Understanding the Unique Disability ID (UDID) certification process

The Unique Disability ID (UDID) system was introduced in India in 2016 to streamline the identification and verification of persons with disabilities. The UDID serves as an identity document that contains relevant details about a person’s disability and/ or health condition, with the aim to eliminate the need for multiple documents and make it easier for card holders to avail benefits.

To obtain a UDID, an individual must undergo a medical examination at a designated medical centre approved by the government. In the assessment, the medical board evaluates the type and extent of disability (usually determined in percentage), and a card is issued based on the findings from the test. This ID (called the UDID) has been put in place to allow for transparency and uniformity in the process of certification across the country.

Proposals for reform

Dr Satendra Singh, renowned disability rights activist and a person with disability, suggests the following reforms to safeguard the rights of disabled candidates:

• Video recording of assessments: To ensure transparency and accountability in assessments, all evaluations must be video recorded.

• Inclusion of doctors with disabilities: The presence of medical professionals who are themselves disabled on assessment panels can ensure more empathetic and accurate evaluations. #NothingAboutUsWithoutUs

• Penalties for non-compliance: Institutions deviating from standard protocols in the UDID certification process should face strict penalties.

Historical challenges in STEM for disabled individuals

Disabled people have long faced difficulties in pursuing careers in STEM (Science, Technology, Engineering, and Mathematics) fields. These challenges aren't just limited to physical accessibility; they include discriminatory attitudes as well as a lack of supportive resources that are essential for learning and working in these disciplines. 

The systemic barriers show up in various ways such as inadequate adaptive technology, insufficient training for faculty to address diverse needs, and a pervasive culture of low expectations from disabled students.

To pave the way for true inclusivity, educational institutions, government bodies, and the multiple stakeholders in the medical space need to refine their approaches not just by limiting the extent of their involvement in these matters to merely compliance with legal requirements, but actively supporting and empowering all students.

Disclaimer: the above image is AI generated and used for representational purposes only.