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Inclusive Teaching, Learning, and Assessment (TnL) Policy

Policy Content

Policy Content

Section

Content

Introduction

Institution: Kuala Lumpur University of Science and Technology

Owner of Policy: Teaching and Learning Unit (DVC Student Affairs Office)

Framework: Universal Design for Learning (UDL)

Revision No: Rev. 0 (2026)

Effective Date: June 25, 2026

Next Review Date: June 25, 2029

Relevant Legislation: PWD Act 2008, Education Act 1996, MOHE Guidelines 2019

Executive Summary

Modern education is becoming increasingly sophisticated and flexible, moving away from rigid, "one-size-fits-all" models to embrace multiple ways of learning. At KLUST, we recognise that our student body is evolving, with more individuals enrolling who navigate neurodivergence, physical disabilities, or chronic health conditions.

In the past, many of these students faced significant hurdles, not because of a lack of talent, but because there was a lack of formal support and clear channels to address their unique needs. The Inclusive Teaching, Learning, and Assessment (iTnL) Framework is our direct response to those challenges. It is a formal commitment to ensure that no student is left to navigate their education without the necessary tools and accommodations.

Purpose and Intent

The core intent of this policy is to ensure that all students have an equitable opportunity to demonstrate their mastery of course content.

The policy shifts the institutional focus from a "medical model" of fixing student deficits to a social model of inclusion, modifying the educational system to welcome all learners.

The objective is to decouple design brilliance from normative communication skills, ensuring that a student's grade reflects their mastery rather than their social performance or physical/health barriers.

It aims to eliminate barriers by proactively embedding flexibility and choice into the core design of education, rather than relying solely on reactive accommodations.

Responding to "KPT Inclusivity Index", where inclusivity is part of broader evaluations like the QS, SETARA and MyQUEST systems, which rank institutions on various aspects, including access.

Scope

This policy applies to all Faculty, Department, Staff, and Undergraduate Students at KLUST.

While intended to benefit all learners, the initial implementation phase focuses specifically on supporting neurodivergent, disabled, and health-bounded students.

Core Policy Statements

Guarantee of Non-Discrimination: No student shall be academically disadvantaged or penalised due to their physical mobility, neurotype, or medical condition.

Student-Centred Evaluation: Academic merit shall be judged on professional skills and subject-matter expertise rather than on adherence to neurotypical or able-bodied norms.

Competency-Based Rubrics: Assessments shall evaluate core academic competencies and technical skills, and subjective markers such as eye contact, vocal affect, or physical posture shall not influence the grade.

Pedagogical Flexibility: Every module is encouraged to offer an "Assessment Menu" providing a choice of formats, but not limited to, live presentations, pre-recorded media, private 1-on-1 discussions, or written submissions.

Equivalency of Medium (Physical to Digital Parity): Submissions in different formats must carry equal grading weight, ensuring no student is penalised for selecting an alternative format that meets learning objectives.

Environmental Adjustments: Learning environments must be optimised for diverse sensory and physical needs, including designating "Quiet Hours" and low-stimulus zones to prevent sensory overload. All facilities must maintain designated "Refuge Areas" for mobility-impaired individuals during emergencies.

Legal Alignment: Policy operations must adhere to the Malaysian Persons with Disabilities Act 2008 and the Rancangan Pendidikan Malaysia (RPM) 2026-2035.

Roles and Responsibilities

Inclusive Education Committee (IEC): Responsible for the systemic oversight and practical implementation of the iTnL Policy.

Composition:

Chaired by the Deputy Vice Chancellor of Student Affairs, and includes

Two (2) Senior Lecturers,

One (1) Counsellor, and

One (1) Student Representative (preferably including OKU and neurodivergent voices)

Duties:

Reviewing Individual Accommodation Plans (IAPs) to ensure lecturer compliance and support from the other departments.

Recording and monitoring the progress of the IAPs implementation.

Serving as the formal escalation point for mediation and dispute resolution regarding reasonable accommodations.

Designing compromise assessments for high-level academic integrity disputes.

Reviewing and reporting on the effectiveness of IAP implementation (including rewarding and sharing the development with the rest of the university and the public).

Standard Operating Procedures (Implementation)

The university utilises an "Individualised Support Model," meaning specific adjustments are applied as "bolt-on" provisions on a case-by-case basis when a person/authoritative party discloses a need.

SOP 1: Formal Trigger Mechanism

Implementation shall commence when a student self-admits and submits verified medical or psychological documentation to the IEC Office.

Implementation shall also commence upon receipt of a formal appeal submitted by an authorised representative of the student, requesting preparation of an Individualised Academic Plan (IAP).

The IEC Office shall draft a confidential IAP specifying mandatory adjustments, which shall be distributed only to the relevant department or lecturers responsible for the student.

The mandates of the IAP are binding and shall not be overridden by individual lecturers.

Where mandates are advisory rather than binding, they shall serve as the basis for departmental adjustments to standard procedures to accommodate the objectives and needs of the IAP.

SOP 2: Case-Specific Assessment Menus

A student or authorised representative holding an IAP shall submit an Assessment Menu Declaration Form no later than two weeks before the scheduled assessment to activate the chosen format.

The lecturer or assessor shall organise the jury schedule to accommodate the student’s declared format (e.g., Closed-Door Viva or Pre-Recorded Walkthrough).

SOP Paths

1. The Standard Path

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2. The Flare-Up Path

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Immediate Protection: If a student has a documented flare-up, their attendance requirement is automatically waived.

Integration: The student continues to follow SOPs 1 and 2 to ensure that academic adjustments are recorded.

Flexibility: The 14-day notice requirement for assessment formats is waived for flare-ups.

3. Record System & Review (The Loop Closure)

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Logging: After an assessment is completed, the lecturer and student provide brief feedback on the effectiveness of the adjustment.

Centralised Archiving: All records (IAPs, Declaration Forms, Attendance Waivers) are stored in a secure central database for legal compliance and auditing.

Review Cycle: At the end of each semester, the IEC reviews the data. If the adjustments were insufficient or the student's condition has changed, they loop back to SOP 1 to update the IAP.

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Application Form

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IAP Sample

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Online Form

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IAP Application Form Sample

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