The Challenges of Accessibility and Equity for Students with Disability in Higher Education Institutions with Special Reference to the University of Karachi, Pakistan
DOI:
https://doi.org/10.58341/srj.v3i3.97Abstract
This research investigates the problems that students with disability (SWD) encounter in higher education institutions, with emphasis on barriers, equitable participation, issues, faculty members’ awareness, instructional techniques, and perspectives. A questionnaire with Cronbach's reliability of 0.80 was used to collect data from fifty-nine students. According to the demographic statistics, 56% of respondents were male, with 46% aged 18-22, 34% aged 23-26, and 20% above the age of 27 years. The disability distribution showed that 42% had vision impairment, 38% had orthopedic impairment, and 17% had hearing impairment. Only two had serious epilepsy and behavioral issues. The major findings suggested that the institution's physical infrastructure is average, but students with disabilities have difficulty accessing lifts, toilets, and tactile pathways. Library services are limited, and academic obstacles include building accessibility, course selection, teaching methodology, curriculum annoyance, and a lack of study resources. Social issues and a negative social attitude toward handicapped people also impede their learning opportunities. Technology has improved their lives, yet there remains a significant disparity between inclusive education theory and practice due to severe budgetary restrictions. Faculty members struggle to evaluate students with disabilities, and curricular standards do not match their abilities.
Keywords:
Accessibility, Accommodation & adaptation, Assistive technology, Higher education, Inclusive education practices, Stigma, Students with disability
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