Institutional Challenges that affect Readiness for Access to Higher Education by Students with Disabilities(SWD) in Public universities in Kenya

Abstract

Access to education implies an individual’s presence, participation, acceptance and achievement in a learning institution. Kenya promotes education for all, but SWD are less than 1% of the enrolment in higher education(HE). This research presents challenges public universities experience in their pursuit for readiness to improve access to HE by students with disabilities (SWD). A case study basic qualitative research method of a descriptive nature is used because disability is about experiences of persons with disabilities(PWD) in relation to the environments they constantly interact with; the meaning they ascribe to the same and that it evidently affects a small percentage of the population. University administrators (Academic registrars and deans of students),SWD and lecturers who taught them at the time of the research comprised the target population. Sample participation encompassed 202 SWD, 46 lecturers and11 administrators, from 6 public universities. The tools of research were questionnaire for each of the target group, focus group discussion (FGD) for SWD and an observation checklist. Data analysis was done through IBM SPSS 23 computer package by use of descriptive statistics . Tables helped in the presentation of data. It was revealed that universities face challenges in their endeavor and process of being ready for access to H.E by SWD. Recommendation was that universities should adopt a Universal Design model in order to address these challenges.