The Experiences of Students with Physical Disabilities in two Selected Universities in Ghana

Abstract

Students with physical disabilities face a plethora of challenges in learning and participating in higher education in Ghanaian universities. Studies on students with physical disabilities have focused on challenges with built environments. However, students with physical disabilities could face barriers that are related to teaching and learning, bureaucratic issues, and attitudinal barriers in higher education. Hence, the purpose of this study was to explore the experiences of students with physical disabilities at the University of Ghana and the Kwame Nkrumah University of Science and Technology regarding the challenges they face and the factors that foster their academic learning and to ascertain their educational needs. A qualitative research design was employed for this study. Purposive sampling techniques were adopted to select 18 participants for the study. Purposive sampling helped the researcher recruit participants who possessed the characteristics as determined by the researcher. Data were collected through face to-face and phone interviews using a semi- structured interview guide in English. Data for this study were analysed using the Interpretative Phenomenological Analysis developed by Smith and Osborn (2008). The results of the study showed that students with physical disabilities encounter barriers such as inaccessible school environments, inaccessible information, poor lighting systems and seating arrangements, and negative relational experiences with students without disabilities. The findings indicate that familial, personal, religious, and institutional factors led to the improvement in the academic learning of students with physical disabilities. Additionally, it was revealed in the study that students with physical disabilities needed fixing elevators and ramps in buildings and eBooks on library computers as measures to improve their learning in higher education. The study recommends that in the long run, university buildings in both universities should be renovated following provisions in the disability act of Ghana to enhance access to services by students with physical disabilities. However, in the short run, the study recommends that classes that have students with physical disabilities in both universities be held on the ground floor of buildings to enable easy access. Additionally, the study recommends that faculty members be trained in inclusive pedagogy to enhance their knowledge and skills in teaching students with disabilities.