Disability Inclusion in Higher Education: An Institutional Study of Himachal Pradesh University, Shimla

Disability inclusion has become a central concern in contemporary higher education discourse, particularly in the context of equity, accessibility and social justice.In India, higher education institutions are legally and morally obligated to ensure inclusive educational environments for persons with disabilities under the Rights of Persons with Disabilities (RPWD) Act, 2016 and the National Education Policy (NEP) 2020.The present study examines disability inclusion in higher education from an institutional perspective, with specific reference to Himachal Pradesh University (HPU), Shimla.The study seeks to analyses institutional preparedness for disability inclusion by examining awareness of educational rights among students with disabilities, accessibility of infrastructure and learning resources, availability of support services and prevailing institutional attitudes.A descriptive survey research design was adopted, involving 80 students with disabilities selected through purposive sampling.Data were collected using a structured questionnaire and supported by in-depth interviews and analyzed using descriptive statistics and thematic analysis.The findings revealed that while a majority of students possess general awareness of disability-related rights, significant institutional gaps persist in infrastructural accessibility, support services and inclusive academic practices.The study concludes that disability inclusion in higher education requires not only awareness of rights but also sustained institutional commitment, systematic implementation of policies and transformation of institutional culture.The findings offer important implications for university administrators, policymakers and educators working towards inclusive higher education.