Inclusiveness In Higher Education: Learning Experiences Of Students With Disabilities At Ambo University

Abstract

The main purpose of this study was to investigate the learning experiences of students with disabilities in Ambo University main campus. The study employed phenomenological design and explored the experiences of students with disabilities regarding learning experiences, assessment methods and access to facilities at Ambo University. Data was gathered through semi-structured interview from 7 undergraduate and 1 postgraduate students with disabilities from different departments who were purposively selected from 17 total students with disabilities. Thematic analysis was employed for the data analysis. Findings of the study revealed that students with different types of disabilities were experienced several physical and academic barriers that inhibit their inclusive learning in the institution. The major barriers are that the institution did not give full attention in re-designing and constructing new buildings, dormitory, classroom were not arranged at ground floor, and provision of financial, educational and special services was not appreciable. On the other hand, minimal awareness on the university teachers in addressing the diverse learning of the students with disabilities, limitations in facilitating special educational consideration, the teachers have no any special consideration for students with different types of disabilities based on their needs and interests, in some places poor ramp design and absence of ramps in some buildings, inaccessible pathway to offices/classes, and no counselling services at all were the major findings that hinder the inclusiveness of students with disabilities in Ambo University main campus. The researcher recommended that more research should be conducted with a larger sample from various campuses of Ambo University higher education. It is further recommended that concerned bodies such as University management, faculty members and department staffs, Special needs education professionals, gender office, and counsellors should work collaboratively to improve teaching and learning system and learning experiences of students with disabilities to promote inclusion in the university.