Title

Inclusion in Ghanaian public universities: A focus on student voices

Document Type

Journal Article

Publication Title

Disability and Society

Publisher

Taylor & Francis

School

School of Education

RAS ID

52775

Comments

Mensah, M. A., Campbell-Evans, G., & Main, S. (2022). Inclusion in Ghanaian public universities: A focus on student voices. Disability & Society. Advance online publication. https://doi.org/10.1080/09687599.2022.2142521

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.

DOI

10.1080/09687599.2022.2142521

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