Inclusion in Ghanaian public universities: a focus on student voices

Abstract

People with disabilities have an inviolable right to equitable access and participation in tertiary education and support systems are known to be indispensable in making this right a reality. This article presents the voices of students with disabilities regarding aspects that influence their successful access and participation in tertiary education in Ghana. A qualitative approach was adopted for the study with data collected through interviews with 12 students with disabilities in three public universities. From the perspective of these students, successful inclusion of people with disabilities in tertiary education in Ghana is influenced by enrolment practices, the built environment, teaching and learning approaches, and assessment provisions. The context influenced provisions and support provided. Attitudes of the university community and lack of knowledge of inclusive practices such as Universal Design play a role in students’ access and participation. Comprehensive awareness-raising on disability and inclusive practices is recommended to address this issue.

Points of interest

• This paper explores inclusion practices in three Ghanaian public universities focussing on the combined voices of students with disabilities.

• The context of the three universities influences the provisions and support available for people with disabilities.

• The students with disabilities involved in the study reported that access to the university environment and support for academic engagement impact their university experience.

• The attitude of the university community is a factor in ensuring access, participation and success of people with disabilities in higher education.

• Creating awareness of disability issues within the university community is pivotal in building and sustaining inclusive culture.

• The application of universal design principles is essential to improving access and participation of people with disabilities in higher education institutions.

Keywords:

• Students with disabilities
• engagement
• tertiary education
• universal design
• student voices
• inclusion

Disclosure statement

No potential conflict of interest was reported by the authors.