Centre for Internet and Society

Report on 15 days Training in Basic Computing at RNKS

nirmita — 2015-07-21T15:16:55Z

The NVDA team organized a 15 days training in basic computing at Rajasthan Natrahin Kalyan Sansthan (RNKS) in Jaipur. The training programme held from June 1 - 15, 2015 was attended by 12 delegates. Mrityunjay Kumar was the trainer. The basic training for computers was targeted for school going children of RNKS.

The aim was to enable them to at least start using a computer as a Tool for Reading and Writing in Hindi. Along with knowledge of Basic computer Operations, the participants were also taught about the use of Bookshare Online Library, Use of Android and other Assistive Devices.

Report from Master Trainer: Mritunjay Kumar

Day 1: We have learnt Keyboard orientation and Introduction to computer, like what is a computer, where do you use a computer and advantages of computer.
Day 2: We have learnt Typing and introduction of screen reader, what screen reader is and how many types of screen reader. Also discussed about input and output devices.
Day 3: We have played small game about typing, how do we use fingers do typing? Also explained desktop and taskbar concept.
Day 4: We have learnt about software and types of software, There are three types of software, also explained menu, what is menu? What types of menu?
Day 5: We have learnt Opening closing and saving the document, editing concept have also been discussed.
Day 6: We have learnt how to cutting, copying and pasting the text in documents. Also we discussed Hindi alphabet.
Day 8: We have done Hindi typing and we have written small story in Hindi language.
Day 9: We have learnt File folder management and explain concept of dialog box, what is dialog box, types of dialog box.
Day 10: We learnt find and replace feature using Microsoft word document. Also explained how to create table in Microsoft Word.
Day 11: We have learnt spelling tool.
Day 12: We have discussed brief history of internet, and how will be do Google search. Also we learnt how to open website using NVDA
Day 13: We discussed about book share website, then we have learnt how to open book share website, and how to download books. Also we explain about android.

For more details visit https://cis-india.org/accessibility/blog/report-on-15-days-training-in-basic-computing-at-rnks

Report on Kannada eSpeak Training with NVDA

nirmita — 2015-07-22T02:14:39Z

NVDA team conducted a two day training programme at Mitra Jyothi in Bangalore (June 8 and 9, 2015). Forty-three delegates attended the training programme.

This workshop was successful in training 43 members in reading and typing in Kannada . It was a “Dream Come True “ feeling for many of them who were waiting to express their thoughts in the regional language. They are now happy as they can continue to write poems , stories etc in their regional language without any external help to type or read.

For the job seekers it is an added advantage as in many government jobs they expect them to make reports and type documents in the official language and visually impaired are now equipped with those skills. It is very important for promotional examinations at various levels during the career. It was indeed a very useful workshop for the visually impaired students and professionals in Karnataka. This training also included some telugu and hindi speaking students who were trained to read and write in their regional language.

For more details visit https://cis-india.org/accessibility/blog/report-on-kannada-espeak-training-with-nvda

Comments on the draft Policy on IT Accessibility for People with Disabilities

nirmita — 2017-05-19T15:33:41Z

The Centre for Internet & Society gave inputs on a document on implementing digital accessibility to Ministry of Electronics and Information Technology on May 2, 2017.

We welcome the initiative of the MEITY to formulate a policy/ set of guidelines to implement electronic accessibility for persons with disabilities within the government and provide our comments to the draft document below:

Accessibility of the document:

The present document is not completely accessible. The first two Annexures cannot be read at all using a screen reader and there is also scope for improving accessibility in the rest of the document. Given the government’s policy requiring electronic accessibility and the nature of this document itself, this error may be rectified immediately. A good resource for creating accessible electronic documents is available at https://help.rnib.org.uk/help/daily-living/technology/accessible-documents

Title and content presentation:

The present title reads- ‘Policy for IT Accessibility for people with disabilities”. This may be rephrased to - Policy for Implementing IT accessibility for persons with disabilities so that its purpose is clear and differentiated from the National Policy on Universal Electronics Accessibility. The policy may be broadly divided into four main aspects- Content and communication, technology, training and procurement, since these are the four areas where specific interventions are required and have different needs and associated standards.

Preliminary sections:

The policy would benefit from clearly articulated vision, objectives, scope, applicability and statement.

Content and communication:

All communication, including documents and publications, whether print or electronic, should be universally accessible. This could include documents, mails, invoices, leaflets etc. We recommend use of Unicode, EPUB 3, EPUB 3 Accessibility Guidelines and WCAG 2.0 (level AA) as the standards to be followed while creating and publishing electronic documents and information. The need to use Unicode for regional languages is especially emphasised, as also the need to provide alternatives in case of scanned notifications and documents. We would also like to stress the need to use alternate modes of communication for transactions such as Alternative mode of authentication other than visual captcha (IE: One time password (OTP), logical reasoning (2+2) etc.)

Accessibility of technologies:

ICT accessibility interventions for different disabilities- This section should be circulated to experts of different disabilities to get their inputs. Attention may be given to also providing technology options such as the screen reader NVDA which are open source, efficient and work with indian languages. Overall, it is recommended that this section, recognises that persons with disabilities be provided with suitable assistive technologies and accessible technologies to enable them to work efficiently. The illustrative list of disabilitywise technologies may be provided as annexures to the policy/ guidelines and not be part of the main document.

Click to read the full submission here; and see the Policy and Guidelines here

For more details visit https://cis-india.org/accessibility/blog/comments-on-the-draft-policy-on-it-accessibility-for-people-with-disabilities

Universal Service for Persons with Disabilities: A Global Survey of Policy Interventions and Good Practices

nirmita — 2012-10-08T05:43:46Z

The Global Initiative for Inclusive Information and Communication Technologies and the Centre for Internet and Societies in cooperation with the Hans Foundation have published the Universal Service for Persons with Disabilities: A Global Survey of Policy Interventions and Good Practices. The book consists of a Foreword by Axel Leblois, an Introduction and four chapters. Deepti Bharthur, Axel Leblois and Nirmita Narasimhan have contributed to the chapters.

Foreword

Universal Service definitions have been developed by 125 countries and are the foundation for policies and programs ensuring that telecommunications are available to all categories of population. Universal service funds are the main vehicle used to fund those programs, primarily addressing imbalances such as lack of availability of services in rural areas. While geographic coverage has vastly improved over the past decade with wireless infrastructure, the scope of Universal Service has expanded to include other categories of underserved populations.

Among those, persons with disabilities and senior citizens, who represent 15% of the world population[1] are an increasing concern for legislators and regulators. Basic accessibility features for public telephone booths, fixed line or wireless handsets, customer services in alternate formats such as Braille, or assistive services such as relay services for hard of hearing or deaf persons are in fact not implemented in a majority countries.[2]

To address those issues, several countries have expanded the scope of their national definition of Universal Service Obligation to include persons with disabilities allowing programs promoting the accessibility of information and communication technologies to be covered by Universal Service Funds.

The adoption of the Convention on the Rights of Persons with Disabilities by over 150 countries since March 31st, 2007 will likely accelerate this trend: States Parties have an obligation to ensure that Information and Communication Technologies and Services are made accessible to persons with disabilities. This can be done by aligning the definition of Universal Service Obligation with article 9 of the Convention and expanding the charter of Universal Service Funds to cover programs promoting accessibility for persons with disabilities. This report is the first attempt to document how Universal Service definitions and related policies and programs have been implemented by various countries to ensure that persons with disabilities have full access, on an equal basis with others,to telecommunication services.G3ict would like to express its sincere appreciation to the Center for Internet and Society for its support of this project, to Nirmita Narasimhan for researching and editing this report;to the International Telecommunication Union for providing references and helping identify countries to be surveyed, and to the Hans Foundation for funding the print version of the report. Promoting universal service for persons with disabilities can affect positively the lives of millions of users around the world. We hope that this report may serve as a useful reference for policy makers, operators, organizations of persons with disabilities, and as a framework for good practice sharing among countries currently implementing the Convention on the Rights of Persons with Disabilities.

Axel Leblois
Executive Director
G3ict – Global Initiative for Inclusive ICTs

Introduction

The advent of the Internet and accessible information and communication technologies (ICT) has opened up exciting possibilities and opportunities for persons with disabilities.The United Nations Convention on the Rights of Persons with Disabilities (the ‘UNCRPD’)3 has explicitly recognized the right of persons with disabilities to seek, receive and impart information on an equal basis with others4 and has placed specific obligations on member states to ensure that all ICT based facilities and services (which include telecommunications services) must be made available and accessible to all. To this end, member states are required to formulate and implement appropriate laws and policies at national, regional and global levels. In an age where almost all spheres of life are inextricably woven with and dependent on ICT, Article 9 of the UNCRPD on Accessibility is possibly one of the most powerful and critical tools in the hands of policy makers to ensure that persons with disabilities are assured of basic human rights such as education, health, employment and access to information and participation.While the lack of awareness amongst governments is undeniably a serious impediment to implementing accessible ICT in any country, an equally serious and perhaps more realistic problem is the lack of resources which is plaguing many countries, especially developing nations. The fact that governments are already struggling to ensure basic human rights for all citizens by judiciously dividing their limited resources for the whole gamut of needs makes it difficult for them to outlay separate and substantial budgets which may be required for implementing ICT accessibility. In such a scenario it becomes very important to look around and identify sources of funding, new or existing, which can be leveraged by governments to fulfill their obligation towards making all ICT based applications and services accessible and promoting assistive technologies for persons with disabilities.

This report aims to highlight the extreme suitability of leveraging the Universal Service Fund (USF) to implement accessibility and assistive technologies in telecommunications. It examines the evolution of the concept of USF, its minimum mandate and scope, funding sources, as well as project implementation mechanisms and showcases countries which are using the USF to fund accessibility projects through policies and programmes.

[1].WHO Global Report on Disability, June 2011 - http://www.who.int/disabilities/world_report/2011/en/index.html

[2].CRPD Progress Report on ICT Accessibility – 2010 by G3ict - http://g3ict.org/resource_center/publications_and_reports

Click here for the Braille format
Download the Daisy version here
Download the book here PDF [302 KB]

For more details visit https://cis-india.org/universal-service-for-persons-with-disabilities

Right to Knowledge for Persons with Print Impairment: A Proposal to Amend the Indian Copyright Regime

praskrishna — 2009-12-04T10:18:45Z

This research paper details the need for an amendment of the present provisions of Copyright laws and help enable the print impaired gain access to published works. The paper was submitted to the Ministry of Human Resource and Development in November to appraise it of the needs of the print disabled community. The paper is up for public comments and we welcome your feedback for this ongoing campaign.

For more details visit https://cis-india.org/accessibility/publications/uploads/Case%20for%20Amendment%20of%20Copyright%20Regime%20in%20India%20November%2022-%202009.pdf

Right to Knowledge for Persons with Print Impairment: A Proposal to Amend the Indian Copyright Regime

praskrishna — 2011-08-22T13:17:33Z

This research paper argues the need for amending the Indian Copyright provisions for enabling the print impaired to gain access to published works. The paper was submitted to the Ministry of Human Resource and Development in November to appraise it of the needs of the print disabled community. The paper is up for public comments and we welcome your feedback for this ongoing campaign.

For more details visit https://cis-india.org/accessibility/publications/Case%20for%20Amendment%20of%20Copyright%20Regime%20in%20India%20November%2022-%202009.pdf

IDAP Interview Series: Interview with Nirmita Narasimhan

nirmita — 2017-11-26T09:56:06Z

IDIA Disability Access Programme did an interview with Nirmita Narasimhan. This interview was conducted by Madhavi Singh and Anusha Reddy. The interview was transcribed by Veda Singh, IDIA intern and student at Jindal Global Law School.

Read the original published by IDIA Law here

Our interview in this series features Nirmita Narasimhan, a Policy Director with the Centre for Internet and Society. Nirmita did her LL.B. from Campus Law Centre, Delhi University in 2002. She also holds a Bachelor’s degree in German and a Ph.D. in Music. As a part of CIS she has done extensive work on web accessibility and was involved in drafting the Indian National Policy on Universal Electronic Accessibility. She has worked closely with different departments of the Government of India to bring accessibility into their policies and programmes.

In recognition of her path-breaking work in the field of digital accessibility, she has received numerous awards such as the National Award for Empowerment of Persons with Disabilities (2010), the NIVH (National Institute for the Visually Handicapped) Excellence Award (2011) and the NCPEDP-Emphasis Universal Design award in 2016. She played a key role in amending the Indian Copyright Act to incorporate exceptions for people with print disabilities and launched the widely acclaimed nationwide Right to Read campaigns.

Nirmita’s experience is not just limited to policy work – she is a widely published author and has assisted national and international bodies in the creation of several reports on promoting accessibility rights of people with disabilities.

This interview was conducted by Madhavi Singh and Anusha Reddy. The interview was transcribed by Veda Singh, IDIA intern and student at Jindal Global Law School. The interview has been lightly edited for clarity.

Could you please describe to us the exact nature of your disability?

I have something called Stargardt disease. For me it came when I was 9 or so. When I started, I could read with the help of a magnifying glass and I would enlarge things to read and now I completely rely on screen reading software.

Could you please describe to us the reasonable accommodation provided by your school and college, if any?

In school nothing! I used to read and write using a magnifying glass –reading was a bit of a struggle. My handwriting was really bad and people didn’t understand it. I never asked for anything. Only for my Board exams I had asked for a writer because that’s something you really can’t risk.

Most schools use boards to teach. How did you manage?

No, it just depended on the individual teacher and maybe I was also very inhibited at that time in my life. I wouldn’t go up to the teacher and simply say “please read it out.” Consequently, I always regretted that I was not good at math, because it was always on the board. I managed back then with the help of my parents and sister.

You have a large number of educational qualifications to your name. You initially studied German and Carnatic music and only pursued law later. What factors influenced you in deciding to study law?

It may not be anything glamourous as really being passionate about it. But going back to German – I really liked the language, and more so due to the teaching methods because this was the first time I was out of a classroom setting into a setting where there were 10-12 students and the teachers were really good and used unconventional methods. They were accommodative about exams. The teacher could write exams for me or tell me what to do – it was not like a fixed system. Whenever a system came into play, inaccessibility also came into play. Whenever it was an individual, and usually somebody who was not heartless, it was pretty okay.

One time in an exam, they gave a printout, and I couldn’t read it. At that time, I wrote the one answer I could, left the rest of the question, gave the paper and walked out. When the results were declared, I got an A or A+! I was shocked. I went to the teacher and said “How can you do this to me?” He said “I know that had you been able to read it, you would’ve written because I see you every day in class. That was probably wrong of us and we should have ensured that you could’ve read the paper.” I think that was a unique experience. It happens to very few people and it certainly never happens very often in one’s lifetime, unless you’re extraordinarily lucky. But these kinds of experiences during my graduation really helped get a better sense of the world.

After that I started my M.A. When you’re trying to do translation you keep referring to a dictionary. Until my M.A., I used to keep enlarging a basic dictionary into such thick volumes that I couldn’t even carry them. I realised that this couldn’t go on all my life and beyond a point I could not expect my father or mother to read out, because they did not know German and would not always be with me. So, I thought that this is not going to work out and at that time I gave the law entrance exam.

As for music, I did my diploma while I was doing my B.A. I didn’t consciously take up music immediately after my B.A. because people thought that was the obvious career for me since I had a visual disability and that really irritated me. After having finished my law, somewhere along the way I thought that so what if music is the expected career for someone who is visually impaired, it’s just something I wanted to do.

My main motive was actually not to fall into things which people expect are easy. When I was joining law many people said “You shouldn’t join law, you won’t be able to refer to anything.” I got so annoyed and would say – “Listen it’s my life, if I’m going to live for 85 years and if I waste one year in between, I have no problems. So why does it bother you? I don’t mind failure, but at least let me try. If I can’t, I’ll leave it and go back to sociology or some other subjects.” So, that’s why I got into law, and I have no regrets. It was tough for multiple reasons.

Out of all your diverse educational courses (law, Carnatic music and German) with their varied teaching methodology and course work which field do you think was the most exclusionary of people with disabilities and which one was the most accommodative?

I think it depends on the institution. It’s not fair to compare Delhi University with JNU. JNU was more open and the teachers were creative in the ways they taught, recognising individual abilities. It was completely different from DU which had approximately 80 people in a class and typically the lecturer came, gave a lecture and left. I had a good experience in JNU, because it was not bound by systems and is generally a good place to study.

The Faculty for Music and Fine Arts at DU was also very accommodative, especially so because my Guru ensured that I got what I needed. However I found studying law to be really difficult – at that time I didn’t have any books. If I would go to the library, each and every book you pick up would be underlined with a pen. If you try to scan it – at that time the technology was very slow but even if I was ready to do that, if something is underlined the scan is obsolete. How much can one human being read out to you – a constitutional law book is of 300-1000 pages? You have to refer to so many books!

So, I couldn’t read any book, I didn’t know where to start. Then I was actually forced to rely on these dukkhis. I think the main reason they were useful is that they weren’t underlined, I could purchase them, tear them and scan them. By that time I had also been introduced to computers, and had bought an OCR having paid $1000 for it at that time. Even after that since the paper quality was not good I couldn’t read much.

I know this is probably an awful thing to say, and though I would’ve loved to have a more nuanced understanding of the law but it required me to read a lot which I was unable to do – not because I didn’t want to but because I just couldn’t.

You were an exceptional student – topper of your batch and a gold medalist. To what extent was your hunger for success fueled by your desire to demonstrate your capabilities and to not let your vision impairment become your defining characteristic?

Is my success driven by my desire to show the world? No. Even when I did law– forget showing other people, I just needed to do something “normal” or something that other people were doing – something that is a profession, that’s it. Everything else I did was not to prove anything. After a point, I didn’t really think much about having a disability it’s just a part of who you are. I just wanted to study well.

You have worked in the field of policy research, as a lawyer in a corporate law firm as well as in advocacy, how do you think these professions are different in terms of the obstacles they pose to lawyers with disabilities? Have there been any reasonable accommodation?

Policy research is my current work. The fact that I am currently using technology and my office is pro-accessibility shows that reasonable accommodation is provided here. I tried both courts and corporate law, they were never areas I wanted to be in permanently but I thought having studied law I should have some kind of exposure. At that point of time there were a number of documents, annexures, etc. and to file them you could always hire somebody, but it wasn’t something you could have done for yourself– this was around 2002. And in the corporate field, what I found difficult was working with track changes and deadlines. I was not very excited by the work to stick it out and really prove a point. I know some people that did. I think you need to be motivated enough to tackle the issue, I was not motivated enough by the people to conquer these issues and it didn’t excite me.

You started your career in law with Mr. Rungta. Could you kindly let us know your reasons for choosing to work for a blind lawyer?

I wanted to know how he worked. If you mean whether it was difficult getting into other law firms, yes it was. I did try to ask people in firms but they were completely not open to having me. One or two said that we could have a trial – without pay however, to which I asked if they were paying other juniors, and if so then I didn’t want to join. I worked with Mr. Rungta for a few months and then moved on.

This is a problem most students face wherein employers are apprehensive of hiring people with disabilities, so what advice would you give especially to the corporate field?

I think it is a really negative attitude – people see what you cannot do and not what you can do. And at some point everyone has certain skills, and you as an employer need to be discerning– it shows how smart you are whether you can identify how to tap into that person’s skill or not.

It’s not the time for people to be telling them what they cannot do. The students already know that tasks are difficult for them – they don’t need to hear it from their employers too. So, I think there is a huge issue there. It’s for them to figure out and work with the person to see how to make it happen. It can happen! It might not be exactly the same thing that you envisaged but something can be worked out.

I never came across an employer who was willing to do this. Believe me, I’ve gone from door to door after I finished my law degree and it was a very demotivating time. I feel that it is sad especially now with the kind of technology we have. Maybe at that time I could agree and understand their concerns that I wouldn’t be able to look up case law, but things are different now. Another problem is that the student does not know the range of the work there is, hence it becomes difficult to articulate what he/she wants/can do. I think it is important, even for institutions to ensure that they help place their students, in some of these big law firms, starting from internships.

If you had to tell employers why they should hire people with disability, what would it be?

Do not judge a person merely by virtue of whether he/ she has a disability. Be fair and give them a chance as well. There are many people who became great, just because they got a break. There is great value in making your work place more inclusive and diverse. One can evolve work arounds for most issues and technology has made many things possible.

As a Policy Director with the Centre for Internet and Society, you have done extensive work on web accessibility for persons with disabilities. Given that technology has been an enabler for persons with disabilities, do you believe that the government and society (technologists/businesses/start-ups) have a responsibility to design keeping accessibility in mind from the very beginning?

Definitely, there are no two ways about it. They should, but they aren’t doing it. The first policy on accessibility was in 2009 by the NIC and it continued to remain inaccessible. The second one in 2013 was the national electronic accessibility policy. However, even today many websites are not accessible. After that policy, so many government initiatives, some 700 mobile applications, etc. came up, of which most are inaccessible.

Now everything is on mobile apps, whether private or government, so we did a lot of studies on that and wrote about it. We put together a set of guidelines and submitted them to the government to look at– otherwise there’s really no point in Digital India or Inclusive India. Of course the situation is now vastly changed, the Rights of Persons with Disabilities Act was passed in December 2016 and now makes compliance with accessibility standards in different domains mandatory, hopefully this will now be a game changer. It is binding not only on the government, but on the private sector as well.

It is not just a question of ‘responsibility’ –the government’s responsibility to its citizens is also not just regarding disability but about inclusiveness and the kind of society you want to be. It is about being nice and fair not just because you are responsible. It’s how you want your society to evolve.

Very often I think the most accessible products benefit everyone in society. It’s not just a person with disability that is getting benefit out of it. Do you agree?

So a lot of accessibility features came up as just a market feature, for example – in the U.S., so many people read audiobooks, they just listen while they’re driving to their place of work. Another example – those squeaky shoes children wear could help a mother who is blind know where her child is moving. You can say subtitles are for deaf persons, but for a Telugu movie, people who cannot understand Telugu also can go watch it now. I think every accessibility feature has a use. So, for society and the government accessibility should be a universal goal.

For private players a lot of times when you speak to them about accessibility they’re clueless or they think it is an expensive process which requires special knowledge. Do you have anything to say to such private entities like Flipkart, or Ola?

I think they’re not recognising the situation. If there are 1.3 billion people that are disabled in the world, there are 150 million people in India that are disabled – they need to realise that it is a huge market out there. Blind people are using Uber and not Ola. If they made their application accessible their market would grow. For Ola, for example it’ll ask me to rate my previous drive, and it only gives the option of 3 star with a screen reader – I can’t increase or decrease it. Now if I keep giving 3 stars only, I won’t get a driver the next time (laughs)! Uber and Amazon, both are entirely accessible and they’re international brands. You should ensure that your service is accessible in the starting itself when it is not expensive. Later it becomes more expensive and difficult to do. Private entities really need to look more into their diversity and it shouldn’t just be something they do for CSR, it is good business. It’s a good contribution to society.

Recently, in a move to digitise the courts in India, Prime Minister Narendra Modi launched the integrated case management system of the Supreme Court. Given that this move could be a game changer for lawyers and litigants with disabilities, do you believe that accessibility of such platforms will be given foremost importance by the government? If not, what steps can we take to ensure that it is given importance?

The RPWD Act 2016 requires all legal services, documents etc. uploaded to be accessible. If this is not done, it would be a tragedy. Just like the case of the Digital Library of India which has over 5 lakh books, most of which are image files and inaccessible. The government should ensure that this mistake is never again replicated. The website and the documents should be accessible as per notified standards. When you’re uploading documents, sometimes you might need scanned versions in which case you must have an unofficial version or some alternative that is accessible. Even if it is for tracking new cases, or filing things through apps, it should all be accessible as per guidelines – that’s the bottom line. So, involve the experts right from the beginning.

You have worked on digitization of books and general accessibility of educational resources for persons with disabilities. What in your opinion is the most resource efficient solution to the book famine currently plaguing students with print disabilities?

Every time a publisher publishes a book, they should give an accessible PDF to the public library or they should give it to the Sugamya Pustakalaya, which is an accessible online library. They’re anyway creating a PDF, they can make it accessible. As we get more organisations to connect to the library and network, you can reach out to all the students who go to these organisations. Publishers should also consider creating and commercially selling accessible format books such as e-text and audio books.

Could you tell us about your experience so far, in interacting and working with different government departments as part of various projects? As a policy researcher and advocate with a focus on the rights of persons with disabilities, what are the biggest obstacles you face in effectively lobbying for a change?

I think the obstacles are similar to the issues that you face typically while working with the Government on any issue, not just accessibility. It’s about meeting the right person. If you’re interacting only with one person, then that person gets transferred or the other people don’t know about it. I think that they need to see accessibility as something which cuts across every issue, not just something for the disabled, and that’s not happening. One also comes across people who do not consider accessibility a priority issue.

A lot of students with disabilities in India, even after the completion of their education, are not in a position to compete with their able-bodied counterparts. They don’t possess soft skills like knowing how to spell correctly, socializing and corresponding with others and speaking correct English. How can this be addressed at a micro as well as macro level?

I think there is a need for more organisations who are trying to prepare candidates after their education to deal with a corporate situation. Otherwise you’re just suddenly taken and put in a place you don’t fully understand. People might be conscious about their English or other things. If not on the individual level, if corporates are hiring they may also consider seeking help from and supporting such organisations.

You should also have policies for accommodation of persons with disabilities. It is useful to have mentors, networks or groups where they can share experiences and exchange ideas on how they tackle different situations.

What can law colleges do to make the educational experience better for law students with disabilities?

I think starting with the college level or institutions –I feel what we learn there shapes our confidence and grasp of the subject – where it is important to ensure that at least the reading list is available as accessible digital copy. I wouldn’t even accept if they say “2 out of the 10 on the reading list are available and that’s enough for you”, if you’re giving the 10 options to other students to pick from, even these students should get such an opportunity. They must also ensure that the admission process/ entrance exam is accessible.

Just getting admission is not enough if institutions can’t provide the required resources. Once that first step is done, they should consciously have a committee of students and teachers who can help in the process of studying, getting internships, or talking on their behalf to firms or other organisations. They may also consider accessible exam practices suited to the needs of different students. There are several things that can be done, institutions should evolve processes and practices based on discussions with their students with disabilities.

For more details visit https://cis-india.org/accessibility/news/idap-interview-series-interview-x-with-nirmita-narasimhan

Training of Malayalam eSpeak with NVDA

nirmita — 2015-07-20T15:19:35Z

NVDA team conducted a two days training on January 24 and 25, 2015 in Tiruvananthapuram. The programme was inaugurated by Dr. Veeramanikandan, Pro Vice Chancellor of the Kerala University and the eSpeak new version was launched by Suresh S, PSC member, who is an advocate for the blind in getting jobs in Kerala government.

Felicitation speeches were delivered by Prof. L. Unnikrishnan, Head of Department, Economics Department, SB College and Dr. Sindhu Nair, Professor at St. Michales College. Both colleges were running a DAISY resource centre for their students. The programme was chaired Er. N.T.Nair, vice chairman of Chakshumathi.

Chakshumathi’s main trainer Akhil M. took espeak Malayalam classes and Dr. Homiyar took classes on NVDA and accessible equipment. The participants were first given a round of training on reading with espeak and then given a through training on Malayalam keyboard layout and combinations.

Naufal T N, trainer of Chakshumathi gave an orientation to all participants on using mobile phones to read Malayalam newspapers and reading contents.

Closing ceremony on 25th was attended by Chakshumathi’s Chairman Prof. V.K. Damodaran, along with representatives IEEE SIGHT (Special Interest Group on Humanitarian Technologies) who are the partners of Chakshumathi’s accessible eyes free science projects. IEEE was represented by their Humanitarian technologies former global chair Dr. Amarnath Raja and Ms. Holly Schneider Brown, SIGHT staff lead from New York headquarters. She was on a journey to Tiruvananthapuram and provided an update on the SIGHT program, as well as SIGHT group activities from around the world. Ms. Holy Brown distributed the certificates to participants.

Chakshumathi is now planning to conduct regional workshops on espeak and NVDA at their resource centres at Calicut University and Kochi office for local participants.

List of Participants

Ali Mon
Sudheer S
Sreehari Narayanan
Ajith Kumar
Subhin H
Abin H
Rajith Kumar
Nandhu C S
Kannan C S
Reshma S
Divya S
Marina Damiyan
Mariyumma C P
Nabeela M
Meharuniza S
Sreeja V.K.
Vineesh Kumar
Chandra Babu
Raghavan
Albert
Safi Saif
Santhosh
Robinraj
Mubina M
Sabeena M
Anil Kumar
Lijin A
Ashok Kumar
Prof. L. Unnikrishnan
Akhil M (Chief Trainer)
Noufal T N (Asst. Trainer)

For more details visit https://cis-india.org/accessibility/blog/report-on-training-e-speak-malayalam-with-nvda

Report on Training of the use of eSpeak Punjabi with NVDA

nirmita — 2015-03-10T02:12:55Z

NVDA team organized a workshop for training participants on using eSpeak Punjabi with NVDA software. The workshop was held at Asha Kiran Training Institute on February 20 and 21, 2015. Twenty-three delegates attended the workshop. NAB, Chandigarh was the training partner.

The workshop was inaugurated by Mr. Tilak Raj, Director, Ministry of Social Justice and Empowerment, Government of Punjab. The salient feature of this programme was that except for one all the participants were connected in the use of Punjabi in their academics, and hence the enthusiasm for learning the use of Espeak with NVDA was noticeable.

The Punjabi typing session was conducted by the developer of eSpeak Punjabi, Mahesh Inder. The workshop also introduced the participants to use of assistive devices and the advantages of technology in a professional’s life.


Pictured above: Faculty imparting training on laptop to use the NVDA software as delegates listen keenly.


Pictured above: One of the delegates is seen asking questions to the faculty during the training session

For more details visit https://cis-india.org/accessibility/blog/report-on-training-of-use-of-e-speak-punjabi-nvda

Joint Report on Training of the Use of eSpeak in Hindi with NVDA

nirmita — 2015-03-19T01:24:34Z

The training programmes were conducted at the National Association for the Blind, New Delhi on February 5 and 6, 2015 and Blind Relief Association, Delhi on February 13 and 14, 2015. Fifteen participants attended the first training programme at National Association for the Blind. Seventeen participants attended the second training programme held at Blind Relief Association.

The training at National Association for the Blind, Delhi had representations from organizations serving the blind and visually impaired from all across Delhi. Those who took part were either heads of IT Department or computer instructors. The aim of inviting the IT heads and computer instructors was to promote the use of NVDA in their training programmes and also facilitate reading and writing in Hindi.

The training programme at Blind Relief Association was mainly attended by special educators for the blind. The aim of promoting use of NVDA and knowledge of reading and writing in Hindi using eSpeak amongst these special educators was that these special educators would be working closely with the blind community. If the special educators are sensetized, the use of regional languages can be maximized.

List of Participants at National Association for the Blind

1	Bharti Kalra	bhartikalra56@gmail.com	Computer Instructor, National Association for the Blind
2	Jaikaran	dhaiajaikaran@gmail.com	Gail India Pvt. Ltd.
3	Shivani	shivaniharit@redifmail.com	Student, National Association for the Blind
4	Shabnam	shabnamdumh@gmail.com	Research Assistant, National Association for the Blind
5	Neetu	ng.neetugoyal@gmail.com	Computer Instructor, National Association for the Blind
6	Dr. R.S. Chauhan	chauhan.ddn@gmail.com	Freelancer
7	Varsha singh	varshactet@gmail.com	Volunteer, National Association for the Blind
8	Neelu Suneja	sunejaneelu@gmail.com	Head, IT Department, Blind Relief Association
9	Rajpal	rajpal007@gmail.com	Senior Computer Instructor, Blind Relief Association
10	Ganesh Bhatt	bhattg526@gmail.com	Student, National Association for the Blind
11	Maneesh sharma	sharma.manish445@gmail.com	Student, National Association for the Blind
12	Mohammad Sajid	mdsajidsdp11@gmail.com	Student
13	Sanjeev Luthra	sanjeevluthra737@gmail.com	Student
14	Nilesh varma	nileshvarma940@gmail.com	Student
15	Irfan Mir	meererfan@gmail.com	Student

List of Participants at Blind Relief Association

1	Rajpal	E-1/11B, Om Vihar Extn, Uttam Nagar	rajpal007@gmail.com
2	Arun Tiwari	Village Poterganj, Post Pathwali, Dist Gaunda	Mrtiwari1982@gmail.com
3	Rishoo Singh	House No.44, Meethapur, Badarpur	mr.rsingh2908@gmail.com
4	Vijay Tiwari	House No.62, Gokhle Nagar, Konch, Dist Jalaun	tiwarivijay322@gmail.com
5	Shiv Kumar	Village Post Padri, Distt Rewa	shivkumarrawat144@gmail.com
6	Sonia Setia	742/3, Ward No-14, GuruNanak Pura, Rohtak	soniasetia1986@gmail.com
7	Sandeep Kumar	Satyara ganj, Behind Bus stand, Dist. Rewa	sandeepkumarj61@gmail.com
8	Rini Singh	village post Jhanjhara, Pasraha, Dist. Khagriya	rinisingh2792@gmail.com
9	Rajbhan Saket	Gram Atarala Kala, Tehsil Hanmana, Dist. Rewa	rajbhan591@gmail.com
10	Rajbala Bhagel	Dubey Gas Agency, Dayalbagh, Agra	rajbalabhagel@gmail.com
11	Priyanka Devi	Town jhinjhana, Dist. Shamli	kashyappriyanka250@gmail.com
12	Pramod Kumar	Gram Atroley,Post Lakhua, Dist. Ghaziabad	pkpramodpk9@gmail.com
13	Mritunjay Kumar	Hingua, Miyatala, Dist. Chappra	mritunjay1942@gmail.com
14	Mary Mini	AICB, Braille Bhawan, sector-5, Rohini	minimary1994@gmail.com
15	Avnish Kumar	N166/122, J.J. Camp, Badli	avnishk910@gmail.com
16	Hidayat Husen	House No.311, Zakir Hussain Ward, Gohalpur, Jabalpur	Hidayatansari420@gmail.com
17	Biranchi Sahoo	Japharapur, G.P Khairabad, Dist. Jajpur	Biranchi.caviodisha@gmail.com

For more details visit https://cis-india.org/accessibility/blog/training-on-use-of-espeak-hindi-nvda

Report on the Progress in Assamese Language Testing

nirmita — 2015-04-05T16:16:05Z

The Centre for Internet and Society (CIS) is doing a project on developing a text-to-speech software in 15 Indian languages. This blog post captures the key updates of the work done by CIS team for Assamese language.

Assamese was added to eSpeak by the Indian team. Rules for the language were introduced and after testing and review, modifications were carried out to ensure basic support. The present document lists issues which were addressed under this project.

Pronunciation rule changes for - 40 - 49. 52 - 56 57 - 59 61 - 64 66 - 69 72 - 75 78 - 80 82 - 86 88 - 89 92 – 99 were corrected.
Pronunciation rule for Hundreds _0C rule were also added and improved.
Conjunctives in asamese were added.
Simple Assamese words following general rules of pronunciation were reviewed.
Finalized pronunciation of joint words.
Modification of rules for (sO) becoming (hO) when in the beginning of the word was done.
Modification of rules for /Ja falaa was done.
Revised the rules for /khio.
Fixed the pronunciation of individual alphabets.
Fixed the pronunciations of "ব" when a vowel is suffixed.
Fixed the pronunciation of "ূ" suffixed to a consonant.
Fixed the pronunciations of "ৱ" in words.
Fixed the pronunciation of a few words with combination of three consonants.
Fixed the pronunciation of "চ" and "ছ" in a word.
Fixed the pronunciations of "ষ" in a word.
Words end with "ত" has an additional sound of "ো" were removed.
The pronunciations of "স", "শ" and "ষ" when it is contracted with another consonant (juktakhor) in a word was made similar to Bengali pronunciation (utcharon).
Pronunciations of "প্ৰ", "ক্ৰ", "শ্ৰ", "ত্ৰ", "গ্ৰ", etc in a word without any suffix of vowel was made clear.
Pronunciation of words ending with "jophola (য)" were rectified.
Pronunciations of Words with "jophola" in the middle were corrected.

For more details visit https://cis-india.org/accessibility/blog/report-on-progress-in-assamese-language-testing

Report on the Progress in Bengali Language Testing

nirmita — 2015-04-05T16:23:35Z

Indian Bengali was added to eSpeak by the Indian team. The language was added and improved based on user testing and review.

Conjunct consonant pronunciation when (ba) is conjunct was corrected.
INHERENT vowel PRONUNCIEATION SOME TIMES NEED TO BE SUPPRESSED. It was made possible programmatically.
Changed phoneme rules for য dZV modified to ্) যা :&
sissue with য়/ Oj eg; desired pronunciation /Poi'sa but was being pronounced as 'payosa'
Modified the [phoneme to jV and phone,me rules C)য় (C j
Issue with 'ja'fala, that should double the pronunciation of the preceeding consonant, was rectified. Eg; Onnay was pronounced as 'onyai' as against the desired pronunciation
The Bengali files sent by the developer on 20th December and Third January had been updated in the version.
71 Bengali Exception words had been included with their pronunciation rules - where inherent vowel even being between two consonant is not pronounced.
Changed phoneme rules for য dZV modified to ্) যা :&
issue with য়/ Oj was corrected. eg; desired pronunciation /Poi'sa but was being pronounced as 'payosa'
Issue with 'ja'fala, that should double the pronunciation of the preceeding consonant was rectified. Eg; Onnay was pronounced as 'onyai' as against the desired pronunciation, The Bengali files sent by the developer on, 20th December and Third January had been updated in the version.
4/Auguest/2014Few exception words had been added দশটা , তিরিশটা, চল্লিশটা, পঞ্চাশটা, ষাটটা, সত্তরটা, করবে, বলবে, চলবে, শুনবে, শুনব, মানকচু, ওলকপি, ফটকিরি, চরণপদ্ম.
In eSpeak Indian test build 1.11, the following exception words were added:

অমরসঙ্গী O:mor'SongI
চুপচাপ cup'c,ap
পাগলা pa',g'la
পাগলামো pa',g'la'mo
মর্যাদা mO:rJ,ada
আমপাতা 'ampa,ta
আকাশবানী akaS'banI
বিদঘুটে bi,dg#Ut.e
দেবদেবী deb'debI
অথচ O:t#oco
আমরাই am,rai
খেলা k#&'la
খেলবো k#el'bo
চারটি car,t.i
একটি ekt.i
একটা &kt.a:
দরকার dO:r'kar'
দেখছি dek#'c#i
বলছি bo,lc#i
করছি ko'rc#i
শুনছি Sun'c#i
ভাবছি b#a'bc#i
ঘুরছি g#U,rc#i
দিনরাত din'rat.
সবরকম SO:b,rO:kom
কাজকর্ম kaJ,kO:'rmo
দুঃখ duk#'k#o
তিনটে tin't.e
চারটে car't.e
পাঁচটা p~ac't.a
সাতটা Sat't.a
আটটা a:t.'t.a
দশটা dOS't.:a
একুশটা ekuS't.:a
বাইশটা ba:iS't.:a
তেইশটা tei'St.:a
চব্বিশটা co'b'biS't.:a
পঁচিশটা p~o'ciS't.:a
ছাব্বিশটা ch:a'b'biS't.:a
সাতাশটা Sat.aS't.:a
আঠাশটা a:t.#a:S't.:a
উনত্রিশটা un'triS't.:a
তিরিশটা tiriS't.:a
একত্রিশটা ek'triS't.:a
বত্রিশটা bot:riS't.:a
তেত্রিশটা tetriS't.:a
চৌঁত্রিশটা c~ou:triS't.:a
পঁয়ত্রিশটা p~oj'triS't.:a
ছত্রিশটা chot:riS't.:a
সাঁইত্রিশটা S~ai'triS't.:a
আটত্রিশটা a:t.triS't.:a
উনচল্লিশটা uno'col'l:iS't.:a
চল্লিশটা col'l:iS't.:a

For more details visit https://cis-india.org/accessibility/blog/report-on-the-progress-in-bengali-language-testing

The Quest for Education – Persons with Disabilities, Severely Challenged

nirmita — 2016-11-30T15:38:55Z

Education is the fundamental building block of development; it leads to an improved quality of life, employment, social acceptance and inclusion, national development and intellectual growth.

Published in Your Story on November 24, 2016

The right to education and the current census figures

Over the past decade, multiple efforts and initiatives associated with policy and programme towards achieving the goal of education have taken place. However, there are still millions of children with disabilities and students who are struggling to access basic and higher education and for whom economic independence appears to be an elusive dream.

The 2011 census figures show that the literacy rates for persons with disabilities are much lower than that of the non-disabled population of the country and even within that, certain disabilities and women across disabilities have a lower percentage. The overall literacy rate for persons with disabilities is 59 percent compared to 74 percent for the general population. The literacy level of women with disabilities in urban areas is 61 percent, which is 9 percent lower than their male counterparts. While women with disabilities in rural areas are worse with a literacy rate of 38 percent, 20 percent lower than disabled males. And people with multiple disabilities fare the worst, with a 35.8 percent literacy rate. Their education needs in terms of content, technology, training and support remain unfulfilled.

Challenges faced by the disabled

The issues faced by children with different disabilities vary. For instance, in the case of children with print impairment, there is need for aggressive implementation of schemes to provide assistive technology since most disabled students do not have access to technologies in most states. Students who are blind are dependent upon Braille materials, which often do not reach them before half the school term is over. And this only supports the bare minimum need in terms of reading and not any extra knowledge building requirements. In some states, laptops are being distributed; however, these are unaccompanied by any training requirements, so it is unclear how many students are really able to use their devices. In places where these devices are available, they are mostly provided to students from the ninth standard.

Thus, in some states, laptops are being distributed; however, these are unaccompanied by any training requirements, so it is unclear how many students are really able to use their devices. In places where these devices are available, they are mostly provided to students from the ninth standard. Thus, transition becomes difficult and they find it hard to write their own exams. So while their sighted counterparts are experimenting with technology from a much earlier age, they are introduced to it at a much later stage, by which time their colleagues are far ahead of them.

Children with hearing impairments also face many challenges. They are isolated from mainstream communication as well; there are only around 250 sign language interpreters in India and sometimes one person has to cater to the requirements of an entire state. Hence, they grow and are educated in isolation without proper means of integration in inclusive schools. The physical environments in most schools also tend to be inaccessible for those with mobility impairments.

It is a rather dismal scenario content wise too. The course content put out by different boards is not in accessible formats, so organisations serving the blind have to convert them into an accessible format. There is a strain on resources. In the case of regional language content, the expense of typing out Telugu or Tamil is high and often increases the cost of the book 10-fold. Just converting the basic course syllabus for any one subject for a BA course can run into lakhs. Hence, there is very limited access to books.

The third challenge is the lack of trained manpower and resources to provide an enriching reading experience for a child with a disability. Children not only have to deal with restrictive resource conditions, but also difficult social conditions and stigma at school. Attitudinal changes need to occur and a lot of this begins at home and school. Consider this, in a rural setting; students in a class have access to a teacher full time during school hours. But there may be only one special needs teacher catering to students with multiple disabilities across several schools. So instead of having more support, a student with disability has to actually deal with severely limited support.

Often these teachers are ironically paid much lesser than other teachers, considering that they actually need more skills and patience to teach children with disabilities. Only in the field of disability does one encounter a situation where a specialisation is undervalued and under paid, whereas in all other genre of professions like medicines, one has to do a generalisation before a specialisation. What sort of prospects then do we offer children with disabilities? What we need is resource centres at each college and school, or if that is not possible, then at least resource centres at district level coordinating support in an appropriate manner with adequately paid and skilled teachers.

Promoting technology

Promoting use of technology and open source software and imparting training at an early age will go a long way in making students with disabilities self-sufficient and independent. And of course, the issue of content is of primary importance. All boards must embrace accessible standards such as EPUB 3.0 for publications and WCAG 2.0 for their websites and make course content available in accessible formats. Exemption of certain topics should be replaced by facilitating learning using innovative methods and tools. Importantly, there also needs to be focus on providing education targeted towards profession and gainful employment.

Clearly, there is a long way to go before we can talk of inclusive education for children with disabilities; there is a severe shortage of even exclusive or special education. To improve the situation, individual piecemeal efforts alone will not make a difference. It is essential to have a systemic approach to inclusive education, with sufficient implementation and infrastructural support, if we are to progress to a point where every child with disability is encouraged to learn and be prepared for a world of employment, independence and dignity.

For more details visit https://cis-india.org/accessibility/blog/your-story-nirmita-narasimhan-november-24-2016-quest-for-education-persons-with-disabilities-severely-challenged

Web Accessibility Policy Making: An International Perspective

nirmita — 2012-09-25T05:33:25Z

G3ict and CIS are pleased to announce the publication of a new, improved edition of the Web Accessibility Policy Making: An International Perspective. The report published in cooperation with the Hans Foundation provides an updated synopsis of the many policies that governments have implemented around the world to ensure that the Internet and websites are accessible to persons with disabilities.

The report contains a Foreword by Axel Leblois, Founder and Executive Director of G3ict, an introduction and studies from countries like Australia, Canada, Germany, Ireland, Italy, Japan, South Korea, New Zealand, Philippines, Portugal, Sweden, Thailand, United Kingdom, United States, and the European Union. The report contains contributions from Prashanth Ramadas, Asma Tajuddin, G Aravind, Katie Reisner, Sucharita Narasimhan, Bama Balakrishnan and Nirmita Narasimhan. Axel Leblois, Donal Rice, Immaculada Placienca Porrero, Kevin Carey, Licia Sbattella and Sunil Abraham are the expert reviewers.

Foreword by Axel Leblois

This third edition of our joint report with CIS “WEB ACCESSIBILITY POLICY MAKING: AN INTERNATIONAL PERSPECTIVE” provides an updated synopsis of the many policies that governments have implemented around the world to ensure that the Internet and web sites are accessible to persons with disabilities. With 153 countries parties to the Convention on the Rights of Persons with Disabilities as of December 2011, an increasing number of governments are now in the midst of developing policies and programs to ensure that web sites and services under their jurisdictions are accessible.

Indeed, the Preamble of the Convention on the Rights of Persons with Disabilities recognizes “the importance of accessibility to the physical, social, economic and cultural environment, to health and education and to information and communication, in enabling persons with disabilities to fully enjoy all human rights and fundamental freedoms”. Its article 9 stipulates that: “To enable persons with disabilities to live independently and participate fully in all aspects of life, States Parties shall take appropriate measures to ensure to persons with disabilities access, on an equal basis with others, to the physical environment, to transportation, to information and communications, including information and communications technologies and systems” (1). It further specifies that “State Parties shall also take appropriate measures to … Promote access for persons with disabilities to new information and communications technologies and systems, including the Internet” (2.g).

There is therefore no doubt that all State Parties have an obligation to act upon those commitments. However, as this report demonstrates it clearly, web accessibility policies and their levels of enforcement vary considerably among countries with some common denominators such as the compliance with the W3C – WAI guidelines on web accessibility.

G3ict and CIS hope that this new, improved edition, which will now be available in print as well as in electronic format, will help accelerate the development of web accessibility policies and programs around the world. We want to express our sincere appreciation to Nirmita Narasimhan, programme manager at CIS and editor of the G3ict Publications and Reports for her dedication to this report which would not have been made possible without her incredible work and motivation as Disability Advocate.

Download a PDF of the Web Accessibility Policy Making here [335 KB]

Download the Daisy File [23412 KB]

For more details visit https://cis-india.org/accessibility/web-accessibility-policy-making-an-international-perspective

Accessibility of Political Parties Websites in India

nirmita — 2014-03-24T10:22:34Z

Given the impending elections in India across April and May 2014, a test was conducted to determine the accessibility of websites of the Election Commission of India, the Parliament and some key political parties in India. This report summarises the results of the test.

Introduction

The Internet has rapidly become a preferred medium for accessing information on various topics, ranging from politics, news, governance, recreation, business, education and carrying on social interaction. While this was initially a trend found more in urban areas, with the proliferation of the mobile phone, there is an ever expanding number of rural, elderly and illiterate persons accessing and downloading content from the Internet.

The focus shift of the government to carrying on administration and governance through electronic media and to enable G2C transactions over the Internet underscores the absolute necessity of ensuring that information and communications technologies realise their full potential as a tool for inclusion and participation. Even policymakers and parliamentarians have started using it as an effective medium to engage with the public. The Government of India has made some efforts in this direction, since it formulated Guidelines for Indian Government websites and also the recently notified National Policy on Universal Electronic Accessibility. Both of these require all Government websites and those of other entities such as essential service providers, research and academic institutions and other stakeholders to conform to the Web Content Accessibility Guidelines (WCAG) 2.0, the universally accepted standard for measuring web accessibility formulated by the World Wide Web Consortium (W3C). Since inaccessibility of websites impedes access on all platforms, it is one of the most important domains of electronic accessibility.

Highlights

41 websites were tested
13 websites failed to open or had no official website address / URL
Most of the remaining 28 websites have some accessibility barriers, with only 2 websites having no known accessibility errors
The average number of errors per homepage across all tested websites is 91, with around 10 websites having more than 100 errors.
28.5% of homepages have over 500 cumulative errors
21.4% of websites have no alternate text for non-text objects
21.4% of the websites have no navigation-markup
Only 1 website has a colour change option
Around 50% of the web pages have form links of which only 50% were accessible

Click to download the full report below

as PDF
as Word file

For more details visit https://cis-india.org/accessibility/blog/accessibility-of-political-parties-websites-in-india