Engagement of Students with Disabilites for Inclusion in Ethiopian Public Higher Education Institutions

Abstract

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.

Educating Children with Disabilities: Comparative Evidence from Ethiopia, Burkina Faso and Niger

“…Challenges at the family and community levels that impede access to education for children with disabilities include the financial burden of school fees on families, a lack of community and parental awareness about the options available to children with disabilities, environmental obstacles, and a lack of accessible transport, facilities, and materials. These issues are particularly prevalent in rural settings (Abera et al, 2020;Yohannes, 2012). Additionally, prejudice and negative stereotypes regarding the capacity of persons with disabilities to learn and work are formidable social obstacles (Geleta, 2019;Sedeto & Dar, 2019).…”