04 SES 13 A, Students with Disabilities in Tertiary Education – European and African Perspectives on Inclusion
The purpose of this study was to assess the situation of 192 university students with disabilities (25% of which were females) at Adama, Addis Ababa, Bahir Dar, Hawassa and Mekelle Universities in Ethiopia. About 52.6%, 38.8% and 8.6% of the participants were students with motor impairments, visual impairments, and hearing impairments respectively. These students were enrolled in business and management, Social sciences, education, law, health sciences, and natural sciences and engineering streams. Results of this survey showed that about 81% of the respondents said that the field of study that they were enrolled was their preference to study at the university. Only about 54% of the respondents said they do get assistive devices and other material supports from their university such as audio recorder, stipend, stationary materials, prosthetics, internet services, assistant readers and interpreters, and some skills training. University students with disabilities underlined the following challenges or barriers to learning: physical inaccessibility of learning space and materials, negative attitudes, and inadequate resources for learning. Encouraging trend of admission of students with disabilities to the universities has been considered as an opportunity. Empowering university students with disabilities and building the capacity of university professors and administration was among the outstanding recommendations.
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