ACCESSIBILITY OF EDUCATIONAL AND PHYSICAL ENVIRONMENTS FOR STUDENTS WITH DISABILITIES IN HIGHER EDUCATION INSTITUTIONS: THE CASE OF BULE HORA UNIVERSITY

Abstract

The purpose of this study was to assess the accessibility of the educational and physical environments to the students with disabilities at Bule Hora University. A mixed-method approach, with concurrent design (QUAN + QUAL), was employed. The study was carried out in Bule Hora University at the three colleges including the College of Social Sciences and Humanities, Law, and College of Education and Behavioral Science that students with disabilities join. Six departments were selected through the purposive sampling technique. Quantitative and qualitative data were collected from students with disabilities (n-24), students without disabilities (n-111), Gender, HIV/AIDS and Disabilities directorate (n-1), the Academic Directorate (n-1), the Students’ Service Directorate (n-1), and the SNIE department head (n-1) using questionnaire and interview. Students with disabilities and other experts were selected using purposive sampling techniques. Students without disabilities were selected through simple random sampling. The qualitative data obtained through interviews and observation was analyzed using narration. The quantitative data obtained through questionnaires were analyzed by using descriptive statistics. The results of the study revealed that roads, ramps in each building, classrooms and other office doors, learning resources, and support provided for the students with disabilities are inaccessible. The SWDs were less involved in the physical and instructional activities. Thus, it is recommended that higher education institutions should formulate policies and create an accessible learning, social, and physical environment. The university should modify the physical environment of the campus; provide learning resources and other required supports for the students with disabilities.