Including the Excluded
Lived Learning Experiences of Students with Disabilities in Higher Learning Institutions in Tanzania
DOI:
https://doi.org/10.31265/p4t16m85Keywords:
inclusiveness, psychosocial support, learning experiences, disabilities, higher learning institutionsAbstract
The current study assessed the lived learning experiences of students with disabilities in higher learning institutions (HLIs), taking two HLIs as case studies. Specifically, the study examined the psychosocial support available for students with disabilities in four areas: general support, academic support, peer support, and counseling and mental support. A mixed research approach informed by explanatory sequential design was used in the study. A sample size of 82 participants including students with disabilities, a coordinator of inclusive education, a head of counseling unit, and sign language interpreters were involved in this study. Simple random and purposive sampling strategies were used to select the representatives. The data collection methods were questionnaires and interviews. To ensure the validity of the study, expert and peer reviews were considered. Cronbach alpha was established to maintain internal consistency. Findings revealed that general support (Mean=18.9), academic support (Mean=17.97), peer support (Mean=20.55), and counseling and mental support (=18.84) were the forms of psychosocial support experienced by students with disabilities. Therefore, based on these findings, it is clearly observed that peer support was the form of psychosocial support that was most received by students with disabilities. The study recommends that higher learning institutions should continue offering psychosocial support across the various areas identified in this study.
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