The purpose of this study was to investigate the self-advocacy practice for inclusion of blind students in the University of Gondar. A case study design with qualitative inquiry approach was used. In-depth interview guide which was developed out of comprehensive review of literature was used as data gathering instrument. The in-depth interview instrument on its content and construct validity was checked by one blind special needs education professional who works as an instructor in the Department of Special Needs and Inclusive Education in the University of Gondar. There were only five blind students in the university; three were taken as the rest two were unwilling. The data collected through semi-structured interview guide was analyzed thematically in four dimensions of self-advocacy: knowledge of self, knowledge of rights, communication and leadership. Additionally, there was a theme that investigates how the blind students were self-advocating in fighting back their challenges. Results indicate that the blind students were not found to be self-advocates for their inclusion. Except in knowledge of self to some extent, they were found to have limitations in their knowledge of rights, communication and leadership. Recommendations such as improving knowledge of rights, communications and leadership have been forwarded.

The aim of the study was to investigate the extent of engagement, inclusion and influence of engagement on inclusion of Students with Disabilities (SWDs) in Higher Education Institutions (HEIs). Convergent Parallel Mixed research design was employed though only quantitative data presentation, interpretation and discussion was considered in this paper. Student Engagement Scale (SES) and College Student Experience Questionnaire (CSEQ) were used to collect data. Reliability and validity of the instruments was scrutinized properly. For example, pilot study of the instruments was undertaken involving 30 SWDs who were attending their education at Mekelle University. Target population were 773 SWDs from 5 HEIs in the country, yet through Taro (1967) stratified proportionate random sampling technique (deaf, blind and physical impairment strata) 264 SWDs were determined to be sample populations. The data collected by the two questionnaire were analyzed by using one-sample t-test and multiple stepwise regression. Results indicated that SWDs were engaged highly in their sense of valuing (psychological engagement I) and cognitive engagements. However, they have lower sense of belonging, lower relationships with faculty members, peers and behavioral engagements. On the contrary, SWDs were found to be included and this inclusion was influenced by SWDs’ engagement. Recommendation was therefore, training about engagement need to be delivered to SWDs at various levels of education before entering to HEIs.