The examples below are described in more depth than a simple list, since the detail of how each initiative actually works is often more useful to a teacher than the name of the institution alone.
Uzbekistan
Westminster International University in Tashkent (WIUT)
WIUT set up a dedicated Diversity and Inclusivity Support (DIS) Unit, whose specific role is to coordinate — rather than simply advise on — adjustments across the whole student lifecycle: admission, enrolment, day-to-day teaching, and assessment. The unit works directly with teaching staff to advise on appropriate alterations to assessment format, such as additional time for dyslexic students or written reports in place of oral presentations for students with speech-related disabilities, always framed around preserving the same learning outcomes rather than lowering them. WIUT also offers full-tuition scholarships to applicants with disabilities and has delivered staff training on disability awareness jointly with Sharoit Plus, a Tashkent-based disabled people's organisation — a partnership model (working with, not just about, disabled people's organisations) worth considering for other institutions.
Gulistan State University and Gulistan State Pedagogical Institute
These two institutions illustrate a concrete, low-cost approach to inclusive assessment for blind applicants and students. At Gulistan State University, a representative from the Society for the Blind sits on the examination panel for entrance exams, and Braille writers and notebooks are permitted in both written and oral assessment. At Gulistan State Pedagogical Institute, blind students may be assessed entirely orally: exam questions are read aloud by the subject teacher, the student takes notes in Braille, and answers are given verbally — a genuine alternative assessment pathway rather than a workaround bolted onto a written-only format.
University of World Languages
The 'Light by Knowledge' project is a curriculum-level example: rather than adapting an existing foreign-language course for blind and partially sighted students after the fact, the university developed teaching methods specifically for this group, centred on both learning outcomes and motivation and participation — a reminder that inclusive curriculum design can be a starting point for a course, not only a retrofit.
National University of Uzbekistan
The university's 'barrier-free zone' initiative combines physical and digital measures: Uzbek-language audio synthesizer software installed on library and lab computers, Braille and audiobook conversion of course texts, and — notably — sign-language training courses offered to staff, not only to students. Around 400 students with various disabilities currently study at the university, and equal educational opportunity for this group is named as one of the institution's strategic priorities.
Tashkent State University of Economics
This university illustrates infrastructure-level change: accessible routes, disabled toilets, and ramps have been added across university buildings and residences, with specific attention to the needs of visually and hearing-impaired students — a reminder that some of the barriers covered in Part 3 (particularly in the Physical Disabilities and Visual Impairment chapters) require estates-level investment that sits outside any individual teacher's control, but that a teacher can still usefully advocate for.
DECIDE (Erasmus+, regional)
DECIDE is a regional rather than single-institution example, running an eight-module staff curriculum on disability support and specialist staffing jointly across universities in Uzbekistan, Kazakhstan, and Tajikistan, including Tashkent University of Information Technologies. Regional projects like this are a useful reminder that good practice sharing does not need to run only through UK partnerships — Central Asian universities are already building this capacity together.
Wider international examples
DiversAsia (Erasmus+, South Asia)
DiversAsia developed an inclusive higher education toolkit and an accompanying online portal with partner universities in Bangladesh and India — including BUET, Jahangirnagar University, IIT Bombay, and VIT — alongside training in producing accessible open educational resources. The project is a useful structural comparison for this toolkit, since it was built with the same broad aim (a practical, transferable toolkit for HE staff) in a different, non-UK international context.
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University of Southampton (UK) — campus-wide assistive software (Read&Write, ClaroRead, Mindview), covered in more detail in the Dyslexia chapter's Assistive Technologies section.
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University of Kent (UK) — Inclusive Learning Plans reducing unnecessary time pressure and offering flexible assessment formats as a standard offer, not an individually negotiated exception.
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Tufts University (US) — an accessible ICT procurement policy requiring formal accessibility review of any new software or platform before a contract is signed, preventing inaccessible tools entering use in the first place.
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University of Wisconsin System (US) — a risk-focused digital accessibility compliance framework combining staff training, phased audits of legacy systems, and accessibility documentation requirements for new external platforms.