SELF-ADVOCACY AND ENGAGEMENT OF STUDENTS WITH DISABILITIES FOR INCLUSION IN ETHIOPIAN PUBLIC HIGHER EDUCATION INSTITUTIONS: INSIGHTS AND IMPLICATIONS

Abstract

A convergent parallel mixed research design belonging to the pragmatist paradigm was employed. A total of 246 and 14 students with disabilities (SWDs) were selected through stratified proportionate simple random and purposive sampling techniques from five HEIs. Data were collected through three self-administered questionnaires (SAQ, SES, and CSEQ) and a semi-structured interview guide. Permission and consent agreement of the HEIs and respondents were received. In analyzing the quantitative data frequency, percentage, mean, standard deviation, correlation, One sample t-test, and stepwise multiple regression, and for qualitative data In Vivo software were used. Results were: inclusion was significantly and positively related to all dimensions of self-advocacy and engagement constructs. Both data sets were found to be integrating in indicating the same findings. Meaning, respondents were found to be self-advocates (except having lower knowledge of rights, the students were having higher knowledge of self, communication, and leadership); engaged (except having a lower relationship with their faculties, the students were having higher values, sense of belonging, cognitive, relationship with their peers, and behavioral engagements); and the students were included in the HEIs. Both self-advocacy and engagement were found to have a predictive power of inclusion of respondents in the HEIs, where engagement was found to be more predictor. From self-advocacy knowledge of self and leadership and on engagement sense of belonging, cognitive, and valuing dimensions in their respective order were found to having a stronger predictive power on the inclusion of respondents in the HEIs. However, respondents had not received the determinant factors at all on self-advocacy and obtained less on engagement to be able to self-advocate and be engaged for inclusion in the HEIs though they were found to be. Based on the findings it was concluded that if SWDs work hard to be self-determined, strive for realizing social justice, exert quality effort, and seek active involvement their inclusion in the HEIs would be ensured. Besides, relevant recommendations were made to all the concerned individuals and institutions in the area, e.g., making the HEIs in the country ready enough in advance before accepting SWDs.