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.
Document Type
Journal Article
Date of Publication
1-1-2022
Volume
39
Issue
5
Publication Title
Disability and Society
Publisher
Taylor & Francis
School
School of Education
RAS ID
52775
Copyright
subscription content
First Page
1173
Last Page
1195
Comments
Mensah, M. A., Campbell-Evans, G., & Main, S. (2022). Inclusion in Ghanaian public universities: A focus on student voices. Disability & Society, 39(5), 1173-1195. https://doi.org/10.1080/09687599.2022.2142521