HARAMAYA UNIIVIRESTY
College of Education and Behavioral Sciences
Department of Special Needs and Inclusive Education
Senior Essay
On:
Appropriateness of the Physical Environment and Provision of Support Service
For students with physical disability in the case of Haramaya University main
Campus Haramaya woreda eastern Hararghe zone Oromia region state
SENIOR ESSAY IN PARTIAL FULFILMENT OF THE REQUIRMENT FOR BA
DEGREE IN SPECIAL NEEDS AND INCLUSIVE EDUCATION
By: Amen Welelaw
ID:
4126/11
Submitted to ;Dr. Dawit. N
June 2013 E.C
Haramaya,Oromia, Ethiopia
1
APPROPRIATENESS OF THE PHYSICAL ENVIRONMENT AND PROVISION OF SUPPORT SERVICE
FOR STUDENTS WITH PHYSICAL DISABILITY IN THE CASE OF HARAMAYA UNIVERSITY MAIN
CAMPUS HARAMAYA WOREDA EASTERN HARARGHE ZONE OROMIA REGION STATE
A SENIOR ESSAY SUBMITTED TO THE DEPARTMENT OF SPECIAL NEEDS AND
INCLUSIVE EDUCATION, COLLEGE OF EDUCATIONAL AND BEHAVIOURAL
SCIENCE, HARAMAYA UNIVERSITY, IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE AWARD OF A BACHELOR DEGREE IN SPECIAL
NEEDS
i
Acknowledgments
I thank my God for giving us the strength to be successful in every aspect throughout my life. I
have successfully passed many challenges to realize our dream. I would like to express my
deepest gratitude to my advisor Dr.Dawit N. For his intelligible guidance and constructive
comments and criticisms that have been given by reading for us to make all the necessary
improvement on time these are the best quality in our advisor personality that we always
appreciate. I am also grateful to Haramaya university students who gave us a valuable data..
Finally, I would like to express my big thanks for our family.
ii
Acronyms
ADA: American with Disability Act
ADL: Activities of Daily Living
CHE: Council for Higher Education
FDRE: Federal Democratic Republic of Ethiopia
FOTIM: Foundation of Tertiary Institution of the Northern Metropolis
HEI: Higher Education Institutions
MOE: Ministry of Education
TEC: Tertiary Education Commission
UN: United Nation
UNESCO: United Nation Scientific and Cultural Organization
WHO: World Health Organization
iii
Abstract
Students with disability require variety of support services and program modification to be
successful in higher education/University. Similarly they need to be able to gain physical access
to grounds and building. The purpose of this study was to identify the barrier that students with
disability face in Haramaya university (main) campus. The general objective of this study was to
investigate the appropriateness of physical environment and provision of support service of
Haramaya University for students with visual impairment and physical disability in the case of
main campus
Simple random sampling technique was employed to obtain the data. Data’s
collected through questioners and focus group discussion. In this study, the researcher was used
two types of data collection instruments namely; questionnaire, Focus Group Discussion
Quantitative and Qualitative method of data analysis were used. Finally, the study revealed that
there were different barriers that student with disability face in the campus. In this endeavor, the
study tries to shed light on set of barriers which may need due consideration of adequate
provision of support service and physical accessibility in main campus.
iv
Table of Contents
Contents
page
Acknowledgment ........................................................................................................................................... i
Acronyms ..................................................................................................................................................... iii
Abstract ........................................................................................................................................................ iv
Table of Contents .......................................................................................................................................... v
CHAPTER ONE ............................................................................................................................................... 1
1 INTRODUCTION .......................................................................................................................................... 1
1.1Background of the study ...................................................................................................................... 1
1.2 Statement of the Problem .................................................................................................................. 4
1.3 Research Questions ............................................................................................................................ 4
1.4 Objectives of the Study ....................................................................................................................... 5
1.4.1 General objectives ....................................................................................................................... 5
1.4.2 Specific objectives ........................................................................................................................ 5
1.5 Significance of the Study ..................................................................................................................... 5
1.6 Delimitation of the study .................................................................................................................... 5
1.7 Limitation of the Study........................................................................................................................ 5
1.8Operational Definition of Concepts ..................................................................................................... 6
CHAPTER TWO .............................................................................................................................................. 7
REVIEW OF RELATRD LITERATURE ................................................................................................................ 7
2.1 Understanding and Defining Disability ............................................................................................... 7
2.2 Overview of Disability in Higher Education Institutions the Global Context ...................................... 8
2.3The Policy Climate and its Context to Higher Education Institution .................................................... 9
2.4Accessible Education Material and Building Service ........................................................................... 9
2.5 Overview of Disability in Higher Education Institution: The Ethiopian Context ................................. 9
2.6 Overview of the Legal and Policy Frame Work in Ethiopia ............................................................... 10
CHAPTER THREE .......................................................................................................................................... 10
Research Methods and Methodology ........................................................................................................ 11
3.1 Design of the Study ........................................................................................................................... 11
3.2 Study Area ......................................................................................................................................... 11
v
3.3 Population, Sample and Sampling Technique................................................................................... 12
3.3.1 Population .................................................................................................................................. 12
3.3.2 Sample and Sampling Technique ............................................................................................... 12
3.4 Data Collection Instruments ............................................................................................................. 12
3.4.1 Focus Group Discussion ............................................................................................................. 13
3.4.2 Questionnaire ............................................................................................................................ 13
3.6 Procedure of Data Collection ............................................................................................................ 13
3.7 Ethical Consideration ........................................................................................................................ 14
CHAPTER FOUR ........................................................................................................................................... 15
Data Presentation, Analysis and Interpretation ......................................................................................... 15
4.1 INTRODUCTION ................................................................................................................................. 15
CHAPTER FIVE ............................................................................................................................................. 27
Discussion of the Result .............................................................................................................................. 27
CHAPTER SIX................................................................................................................................................ 29
CONCLUSION AND RECOMMENDATION .................................................................................................... 29
6.1 Conclusions ....................................................................................................................................... 29
6.2 Recommendations ............................................................................................................................ 30
REFERENCES ................................................................................................................................................ 32
Appendix A .................................................................................................................................................. 35
Appendix B .................................................................................................................................................. 37
vi
List of Tables
Table-4.1 Demographic Characteristics of Respondents
Table-4.2 Accessibility and Availability of ramp
Table-4.3 Accessibility of Buildings
Table-4.4 Accessibility of Roads
Table-4.5 Service Provision in Library
Table-4.6 Support Service
vii
CHAPTER ONE
INTRODUCTION
1.1Background of the study
Students with disabilities need physical access to classroom, libraries, dining areas, etc. basically
everywhere a student might go. Plans for access should be included in building and landscape
architecture.
The most common barrier to academic success in higher education for student with physical
disability was access. Access takes many forms from a class assigned the accessibility building
to the persons own limitations preventing them for taking class notes, As with all other and
Impairments. A positive classroom climate is essential to the success of students with disability
in higher education. The implementation of federal legislation and factors such as demand for a
better education workforce and improved over all conditions to accommodate students are
attributed
as
factors
in
these
growing
numbers
(Hergenrather&
Rhodes,
2007;
Kurara&Huefener,2008).Subsequently most of students are challenged to provide an atmosphere
that is supportive and encourages academic success. The prevailing characteristics of the
environment (climate), particularly in the classroom affect student’s success especially for
students with physical disabilities.(Hally& Sander, 1999).
Students with disabilities need physical access to classroom, libraries, dining areas, etc basically
everywhere a student might go. Plans for access should be included in building and landscape
architecture. The most common barrier to academic success in higher education for student with
Academic success for students with disabilities is therefore significantly affected by the
accessibility of universities and their willingness to provide accommodation (Wolmanetal,
2004).The daily life task of those individuals with disability are more complicated than students
without disability, for example mobility impaired students face architectural obstacles within the
campus existing environment (Graham,Weingarden,&Murphy,1991).
1
According to American council on Education (1995) for most University students, coming to
campus for the first time is an exciting ,memorable experience .The need of student with
disabilities varies, depending on the type of disabling conditions, the severity of the conditions.
The services they require differ widely and can range from requiring specialized equipment and
materials such as Braille books for student with physical disability. Student who use wheelchair
as a means of locomotion requires ramp to gain access to buildings and elevators to move from
floor to floor, where as a student with visual impairment may require Braille. Levels on
doorways used indicate room numbers and elevators signals to assist in locating a specific
distribution. Student with disability requires variety provision of support services and program
modification to be able to successfully University education. Similarly they need to be able to be
physical to gain access to the grounds and buildings (Jeniffer Leigh Hill, 1992).
One of the typical barriers to higher education is the in accessibility of the appropriateness of
physical environment such as the availability of ramps for wheelchairs in buildings (Wrey,
2002). In many countries people with impairments often have poor access to sanitation because
of the physical barriers, such as the absence of ramps and steps as well as inappropriate design of
buildings (Eca, 2009).
The overall climate of any university setting is created from shared verse, goals and actions of all
interested pretense, students, staffs, faculty and administrators. The shared goals and on campus
determine the level of support services and acceptance felt by student with disabilities (Murray,
Flannery and Wren, 2008). University that provide for communication patterns, such as
emphasis on listening, assistances communication, and appropriate use of humor and win-win
negotiation strategies, help create and support collaborate relationship that lead to greater success
of student with disability (Shaw and Dukes, 2006).
In addition, faculty receives no training at most university on teaching students with diverse
learning needs. Student with disability require special support in the learning environment. For
many people with disability assistance and support including special services or care services are
pre requisition for their full participation in society. (WHO/ World Bank, 2013; united reactions
high commissioner for refugees, UNEHCR, 2011)
2
According to Tinklin, Riddell& Wilson (2004) interims of institutional structure student with
disability pose formidable challenges to higher institutions not only interims of giving physical
access to buildings, but also in relation to much wider issues within the institution. These wider
issues include attitude, lack of appropriate services, social integration, curricular barriers and
progression. if students are not assisted and supported inappropriate way there education
expectation will be unattainable.
People with physical disabilities have experienced narrow to enjoy school environments or
practices due to failure priorities gains by educational providers to issue that may support the
disabled especially in developing countries in areas such as curriculum, teaching and learning
materials, infrastructure, special programs such as sport and games, environmental issues and the
general quality of education. The major challenge among physical disabled students to access
higher education is lack of accessible infrastructure. This involves unsupportive classroom, lack
of physical and social access for disabled young people to higher education’s a major barriers to
creating a poor of appropriately qualified students to enter higher education (Croft, 2010).
The study by Mc lean, (2003), stated that facilities and assistive device play on important role in
supporting students with disabilities and have received much attention from higher education
institutions, limited attention has been pried to the extent to which teaching and learning process
marginalities exclude learners/ students specifically with disabilities. Lack of curricula flexibility
and lack of inclusive teaching and learning methodology remain important barriers with in
higher education that must be further interacted.
According to Council for Higher Education (2001) gave the evidence that the initiatives and
structures in place at various institutions vary considerable in what work they do and the services
they offer. In many cases the higher learning institutions experience resources constraints that
limit the nature and extent of services that they can offer..This general principle is inclusive to all
;regardless of disabilities .However, it’s not easy for those with disabilities to exercise their right
as claimed during practice .On the ground many students with disabilities face diverse challenges
besides academic fulfillment criteria ,particularly during enrollment and placement ,getting the
necessary services, material etc… in Higher Education Institution. Ethiopian higher education
institution is expanding; however, the participation of students with disabilities in higher
3
education institution is still very small. The condition of students with disabilities in higher
education institution in Ethiopia is not changing; almost all of students with disabilities face
serious barriers in their education (Yared, 2008; MOE, 2010).
1.2 Statement of the Problem
Students with disability require variety of support services and program modification to be
successful in postsecondary education. Similarly they need to be able to gain physical access to
grounds and building (Jennifer Leigh Hill, 1992).
Many researches will be conducted in our department outside of our campus. But the researcher
will conduct the research in university of Haramaya Main campus .The reason why to conduct
the research in main campus is, When the researcher looks the support services that these
students with disabilities are receiving, they are insufficient. For students with physical disability
the library doesn’t provide well organized services such as, the tables or chairs are not favorable
for sitting ,there is no service provider who will serve them by providing books where they are
seated. The buildings and roads such as the classroom, library, cafe, dormitory etc... Are built
inconsiderate of students with physical disability. When the researchers took the offices they
have many stairs and the roads are not favorable. The researchers took the registrar office as
example, because it has many obstacles; there are ditch which are uncovered, the building has
many stairs, etc. these and other problems make students with disabilities unable to easily access
the buildings.
1.3 Research Questions
Therefore, the study will answer the following leading questions.
 How much barrier free is main campus for students with disability?
 What are the physical barriers encountered by students with physical disability and
visual impairment?
 What efforts does the university make in reducing and removing obstacles and
barriers of physical environment and provision of support service?
 Are there sufficient support services for students with disability
4
1.4Objective of the Study
1.4.1General Objective
The general objective of this study was to investigate the appropriateness of physical
environment and provision of support service of Haramaya University for students with visual
impairment and physical disability in the case of main campus.
1.4.2Specific Objective
The study has also the following specific objectives.
o To identify the major barriers of physical accessibility that students with visual
impairment and physical disability face.
o To assess the impacts of qualified supportive services on students with disability.
o To assess the favorability of the campus for students with visual impairment and
physical disability.
o To find out possible solution for their interest took by university community in
terms of alleviating or aggravating the challenge of student with visual
impairment and physical disability
1.5Significance of the Study
The research was significant because it creates awareness and provides understanding. The result
of this study helps students with disability to have a qualified access to service and to move
freely from place to place without any restriction or problem.
The result of those studies can provide service professionals and others with a great awareness
about how to consider person with disability in any type of building construction in the campus,
to provide support services for them easily and satisfied way
1.6Delimitation of the study
This research was focused on only provision of support service and appropriateness of
physical environment of Haramaya university (main) campus for students with disability. The
second related to geographical coverage because, time and resource constraints to conduct the
research and the need to make the study more manageable to the researcher. The study covers
only one University campus at Haramaya main campus found in Haramaya. Students with
visual impairment (total blind) and student with physical disability was only include in this
5
study .Students with other disability was excluded from our study as it is difficult to find them
in our campus.
1.7 Limitation of the Study
The major limitation of the study was, unable to gather data from 19 students with physical
disability because the two of them were not volunteer to respond the questionnaire .In addition,
the respondents were not punctual on time and there was lack of reference materials.
1.8Operational Definition of Concepts
 Students with disability: refers to students with physical disability.
 Physical disability: refers to those students who use wheelchair and crunch.
 Physical accessibility: means access to buildings, public spaces, and other places a
person might need to go for work, play, education, business, service, etc…
 Support service: are special services that are provided for students with disability.
6
CHAPTER TWO
REVIEW OF RELATRD LITERATURE
2.1 Understanding and Defining Disability
The disability Service Act (1993) defined disability as a meaning disability is an attributable to
an intellectual, physical, psychiatric, cognitive neurological, sensory or physical impairment or
combination of those impairment, which is permanent or likely to be permanent, which may or
may not be of a chronic or episodic nature which results in substantially reduced capacity of the
person for communication, social interaction, learning or mobility and a need for continuing
support services.
Challenges to person health can happen to anyone ,any age and at any time as a result of number
of different causes .When limitation related to medical conditions arise and being to have a
negative effect on essential life functions such as walking, talking, seeing, hearing or working
/function often referred to as Activities of Daily Living/ADLs/.A person is said to have disability
when it comes t health and wellness of persons with disability in many ways, each of the
individual described here and in the personal stories throughout this call to action faces a
comparable challenge .It is important to recognize that disability is not illness. Just as illness and
health exists along a continuum: some medical condition might more likely be accompanied by
limitation or changes in activity. According to a report based on data from 1991 survey of
conditions led to disability among adults living in the community and major barriers to education
for students with disability.
There is substantial evidence that students with disability confront multiple barriers in higher
education institution (Baron etal,1996).Adams and Holland (2006) describe students with
disability face additional barriers when entering higher education institution some of the barriers
may be physical inaccessibility problem, inaccessible curricula, organizational behavioral and
attitudinal.
7
2.2 Overview of Disability in Higher Education Institutions the Global
Context
The number of students with disabilities joining higher education institutions is increasing
globally (OECD, 2011) one of the key catalysts in increasing the participation of students with
disabilities in higher education institution is the emergency of government policy and various
international instrument and treats (Adams and Brown, 2006).
These include UN declaration of Education for All (1990).The UN standard rules on equalization
of opportunity for person with disabilities (1993).World education forum, Dakar (2000).These
international
Initiatives and documents have played an important roles to promote the right and participation
of students with disabilities in higher education institution in various countries worldwide
(Kochung, 2011).
Much has been changing in recent years with regard to disability in higher education institutions
,however studies with regard to provision of education for students with disabilities in higher
education institution are for less common and the few available students are mostly individual
pieces research(OECD;2003;Vickeman and Blundell,2010).Until recently disability was seen as
an individual medical problem in higher education institution, it is now widely regarded as an
equal opportunity issues (Fuller etal, 2004).According to Alma (2011) most of students with
disability face many academic and social barriers. The ideas of focusing on barrier experienced
by students with disabilities in higher education institution rather than focusing on individual
impairments comes mainly from the social model of disability(Fuller etal,2004).
Furthermore the uses of the concept barrier in relation to students with disabilities in higher
education institution was established by previous works (Baron etal 2011) .While there are large
number of students with disabilities joining higher education institution ,these institution are not
well prepared to accommodate students with disability. This is mainly because of the fact that
,those institutions are modeled mainly based on traditional educational model has the potential to
exclude and limit the full participation of person with disabilities in higher education institution
(FOTIM, 2011).Students with disabilities face barriers in higher education institution not only
because of their impairment but also the lack of effort by higher education institution to tackle
8
barriers cause by environment ,policy ,attitude alongside a lack of commitment by higher
education institution to extend the opportunity open to the rest students (Vickerman and
Blundell,2010).
This is mainly caused by inequality inherent in higher education system, the way higher
educational system is structured and the institutional academic barrier they face in higher
education (Fuller etal, 2004; Hall and Stahl, 2006).Students with disabilities face pose particular
challenge to higher education institution, because they need a much adjusted and wider physical,
academic, teaching and learning environment compared to non-disabled students (Tinklin&Hall,
1999).
2.3The Policy Climate and its Context to Higher Education Institution
Policy is a powerful tool to change and regulate a complex social problem over the past twenty
years various international instruments and government policy have simulated the learning
experience of students with disability by removing barrier higher education institution
(Horeje,2013).the enactment of various international and national policy related to disability has
contributed in increasing the enrolments and experience of students with disabilities in higher
education institution(Healey etal,2006).States parties shall ensure that person with disability are
able to access general tertiary education ,vocational training, adult education and lifelong
learning without discrimination and on an equal basis with others .To this end ,states parties shall
ensure that reasonable accommodation is provided to person with disability.
2.4Accessible Education Material and Building Service
The accessible educational material services has the task of converting academic educational
material in to accessible format in order to facilitate equity of access to information and
technology .Building accessibility of service provides assistance on facility managers with
accessibility concerns in their buildings such as placing ,ramp, elevators, hand trails, accessible
toilets, putting specific markers for student with disability.
2.5 Overview of Disability in Higher Education Institution: The Ethiopian
Context
. In Ethiopia higher education institution is expanding, however the participation of students with
disabilities in higher education institution is still very small (yared, 2008; MOE 2010).The
9
condition of students with disability face serious barriers in their education. In higher education
institution students with disability get assistance from their peers and individual teacher
education institution students with disability get other assistance from person..
2.6 Overview of the Legal and Policy Frame Work in Ethiopia
The legislative and policy tool developed the constitution of Federal Democratic
Republic of Ethiopia (1995) is one of the main legislation that setout responsibility pertaining to
person with disability. Accordingly FDRE in its article 41(5)states that the state shall with its
available means ,allocate resources to provide rehabilitation and assistance to the physically and
mentally disabled, developmental social welfare policy (1991)also specially target people with
disability and sets out to safeguard their right and to promote opportunities for vocational
rehabilitation (Tirusew ,2013).
10
CHAPTER THREE
Research Methods and Methodology
3.1 Design of the Study
The design that was used in this study to obtain relevant and sufficient information about
provision support service and appropriateness of physical environment in Haramaya university
(main) campus will be descriptive survey methods. Descriptive survey design was used because
it is found to be appropriate to conduct that research because it was help the researcher analyses
the current to assess provision support service and appropriateness of physical environment. By
collecting data from a relatively substantial number of respondents. It focuses on investigation of
the issues and practices by addressing the large size population (Best and Kahn, 1998).
In this study, both quantitative and qualitative methods was used to generate and analyses
information obtained from diverse groups of respondents. The quantitative method helps the
researcher to analyze the quantitative data obtained using a questionnaire with close-ended
question items whereas the qualitative method helps him analyze the data obtained using semi
structured interview guide, observation check list and open ended items in the questionnaire. The
use of both methods was helpful, because they compensate the weakness of each other (Creswell,
2009).Using mixed research approach. The researchers was employed quantitative and
qualitative research approach to gather detail information and explain results about students with
physical disability
3.2 Study Area
The setting for this study was Haramaya University, Haramaya Woreda, and eastern Haraghe
Zone in Oromia region. It takes 520 km from capital city of Ethiopia, Addis Ababa.
Haramaya University was established in 1954, it located in Haramaya Woreda,. The researcher
selected for study in Main campus. Because of the campus has large number of students with
disability as compare to other campus, lack finance and we are not enough time. The researcher
11
focuses on here by the reason of collecting detail information about support and service of
disability.
The researcher selected main campus for study because of the campus has large number of
students with disability as compare to others campus.
3.3 Population, Sample and Sampling Technique
3.3.1 Population
The target population of this study will be students with physical disabilities in University of
Haramaya. In Haramaya University, particularly main campuses there are 54 students with
disability. Among them 22 were female and 32 male students with disability. There are 11
students with physical disabilities which 8 of them are male and 3 of them are female student
with physical disability. And 43 students were visual impaired students. Among of them 24 male
and 19 female students.
3.3.2 Sample and Sampling Technique
There are 54 students with disability, 43 visual impaired and 11 were physical disability students
in Haramaya University in main campus. It is more difficult to involve all of the population. For
this reason researchers used simple random sampling technique to select sample from students
with visual impairment and students with physical disability. The researchers selected students
with visual impairment as a participant from the total of 15 (35%) students with visual
impairment. As the numbers of students with physical impairment as participant 4 (35%) totally
19(35%) students with physical disability were selected for this study as a participant. Using
simple random sampling.
3.4Data Collection Instruments
In this study, the researchers was used two types of data collection instruments namely;
questionnaire, Focus Group Discussion. Questionnaire was employed to gather data from
students with disabilities. Focus Group Discussion also employed to gather data from students
with disabilities. To gather data the researchers was employ the following data collection
instruments;
12
3.4.1Focus Group Discussion
. A focus group discussion (FGD) is a qualitative research method and data collection technique
in which a selected groups of people discloses a given topic
or issue in depth, Facilitated by
external moderator (Swiis, 2017, 51).
The aim of conductive focus group discussion was to make stronger the information obtained
from the interview. Means, focus group discussion can maximize the possibility to generate
answers to the research questions. Cohen et al. (2011).
The focus group discussion all the participants of the focus group discussion (FGD) will be
willing to share their feeling attitude and experience.
3.4.2 Questionnaire
Questionnaire was a device consisting of series of questions given to all individual with the
objective of obtaining data to some problems under investigation .The researchers used close
ended questioner .The researcher used this for both students with physical disability.
3.5. Types and Source of Data
The study was used both quantitative and qualitative data collection through primary and
secondary sources. The primary quantitative data sources were the sampled respondent and the
primary qualitative data source was participants of interview, and personal observation. The
secondary data source is from, journals, internet and different literatures. Instruments of Data
Collection
3.6 Data Analysis Method
After data gathered, the researchers analyzed the data through transcribing, coding, sorting,
categorizing, interpreting and representing. The researchers also used percent, table…etc to
statistically analyze the data obtained through questionnaire, and thematic analysis to analyze the
data obtained through focus group discussion.
3.7. Procedure of Data Collection
First of all data collection tools were developed mainly focusing on physical appropriateness of
physical environment and provision support service barrier in which students with disability
13
faced in main campus. Next, the data has edited, validated, reviewed by the researchers with the
help of advisor and other experienced colleagues so as to get valid and reliable information from
different sources. Then, the valid techniques were administered to the sample respondents
accordingly and finally the data collected has been analyzed and interpreted.
3.8. Ethical Consideration
The study was conducted in the way that protects the dignity and safety of the respondents. The
respondents were not forced to participate in the study rather it was voluntary and the researchers
started by explaining the objectives of the study. The area and the time to fill questionnaire were
selected by respondents themselves.
14
CHAPTER FOUR
Data Presentation, Analysis and Interpretation
4.1 INTRODUCTION
This parts of the study deals with the presentation, analysis and discussion of data obtained
through questionnaire and focus group discussion .To present numerically data, tables are used.
The data gathered were tabulated and analyzed in terms of percentages. The information gained
through focus group discussion is analyzed by using thematic analysis of words, phrase and
sentence. Before the presentation of the actual data, the background information of the
participant is presented in the following table.
Table 4.1 Demographic Characteristics of the respondents
No
1
Variable
Sex
Frequency(f)
Percent%
Female
8
42%
Male
11
58%
Total
19
100%
As can be observed from table 4.1 above 20 Haramaya university main campus students with
disability participated in the study. Among these, based on sex 58%of the participants were
males and the remaining 42%were females.
15
Table 4.2 Accessibility and Availability of ramp
No
Item
Strongly
Neutral
Agree
Strongly
disagree
.
agree
%
F
%
F
%
F
%
F
%
and 7
37%
11
58%
0
0%
1
5%
0
0%
and 6
32%
13
68%
0
0%
0
0%
0
0%
and 3
16%
15
79%
0
0
1
5%
0
0
16%
15
79%
0
0
1
5%
0
0
and 5
26%
8
42%
0
0
6
32%
0
0
The ramps are comfortable /not 6
32%
11
58%
0
0
2
10%
0
0
F
1
Disagree
There
are
adequate
available ramp in the café
2
There
are
adequate
available ramp in the library
3
There
are
adequate
available ramp in the classroom
4
There
are
adequate
and 3
available ramp in the dormitory
5
There
are
adequate
available ramp in the offices
6
sliding and professionally made
For item1, 7(37%) of respondents responded strongly disagree, 11(58%) of respondents
responded agree, 1(5%) of respondents responded neutral. The focus group discussion result also
shows that there is no ramp that is made in the cafe; rather students with disability enter to the
cafe by using many up and down stairs.
For item 2, 6(32%) of respondents responded strongly agree, 13 (68%) of respondents
responded disagree, 0(0%) of respondents responded neutral, 0(0%). The focus group discussion
result also shows that, there is no ramp that serves for students with disability to go in and out of
the library .Because of these they may not get access to the library, not move in and out of the
library freely.
For item 3, 3(16%) of respondents responded strongly disagree, 15(79%) of respondents
responded disagree, 0(0%) of respondents responded neutral, 1(5%) of respondents responded
agree, 0(0%) of respondents responded strongly disagree. The focus group discussion result also
16
shows that, because of the lack of ramp in the classroom students with disability are facing
problems to enter in and out of the classroom. This has resulted on them; coming late to the class
and when the class is on the 1st and 2nd floor they were missing class because of the stairs and
unavailability of the ramp.
For item 4, above 3(16%) of respondents responded strongly disagree,15(79%) of respondents
responded disagree,0(0%)of respondents responded neutral,1(5%)of respondents responded
agree,0(0%)of respondents responded strongly agree. The focus group discussion result also
shows that those students who use wheelchair enter to their dormitory by the help of other
students, because of lack of ramp. This makes students with disability not to move freely in and
out whenever they wish to move.
For item 5, 5(26%) of respondents responded strongly disagree, 8(42%) of respondents
responded disagree, 0(0%) of respondents responded disagree, 0(0%) of respondents responded
neutral, 6(32%) of respondents responded agree, 0(0%) of respondents responded strongly agree.
The focus group discussion result also shows that in many of the campus office buildings there
are a number of stairs, because of this it would be exhaustive to reach the offices easily.
For item 6, 6(32%) of respondents responded strongly disagree, 11(58%) of respondents
responded disagree, 0(0%) of respondents responded neutral, 2(10%) of respondents responded
agree, 0(0%) of respondents responded strongly agree. The focus group discussion result also
shows that as the ramps were not made carefully and professionally they are sliding towards one
side. Especially students with physical disability are facing problems in using these ramps, when
they were go down using the ramps it would slide them towards unnecessary direction and at the
same time when they go up it would be difficult and impossible without the help of other person
by pushing the wheelchair.
17
Table 4.3 Accessibility of Buildings
No. Item
Strongly
Disagree
Neutral
Agree
Strongly
disagree
F
7
agree
%
F
%
F
%
F
%
F
%
26%
12
63%
0
0
2
11%
0
0%
easily 4
21%
10
53%
2
10%
3
16%
0
0
classroom 3
16%
10
53%
2
10%
3
16%
1
5%
32%
13
68%
0
0%
0
0%
0
0%
21%
12
63%
2
11%
1
5%
0
0%
21%
14
74%
1
5%
0
0%
0
0%
are 3
16%
9
47%
4
21%
3
16%
0
0%
Classrooms are free from 2
11%
16
84%
0
0%
1
5%
0
0%
The physical layout of the
building is comfortable 5
8
The
dormitories
comfortable
and
are
accessible
9
Accessible
entrances
are
easy
to
identify
10
There
are
enough, 6
accessible bathrooms and
toilet services
11
Campus signs are easy to 4
understand
12
It is easy to find ways in 4
the corridors of buildings
13
Interior
doors
adequate and available
14
obstacles
As indicated in table 4.3, item 7 above 5(26%) of respondents responded strongly disagree,
12(63%) of respondents responded disagree, 0(0%) of respondents responded neutral, 2(11%) of
respondents responded agree, 0(0%) of respondents responded strongly agree. The focus group
discussion result also shows that; there are different problems in connection to the physical
environment and facilities .There are no roads suitable for students with disability around the
18
buildings .They said that “if we ask the university to make adjustment, it would not be accepted
because the buildings are older”. So students with disability are trying their best to use the
buildings available whether they like or not. Most of the barriers related to the movement from
one place to another are caused by lack of ramp in most of the campus buildings. Generally the
researcher understands that those buildings that are found in the campus are made inconsiderate
of students with disability, especially the register office building.
For item 8, 4(21%) of respondents responded strongly disagree, 10(53%) of respondents
responded disagree, 2(10%) of respondents responded neutral, 3(16%) of respondents responded
agree, 0(0%) of respondents responded strongly agree. The focus group discussion result also
shows that students with disability have separate dormitories and they are suitable for them.
For item 9, 3(16%) of respondents responded strongly disagree, 10(53%) of respondents
responded disagree, 2(10%) of respondents responded neutral, 3(16%) of respondents responded
agree, 1(5%) of respondents responded strongly agree. The focus group discussion result also
shows that some classroom entrances doesn’t have a handle ,during this time it would be difficult
for students with disability to identify to what position the doors would be opened .This has
resulted on them the edge of the doors were strike them.
For item 10, 6(32%) of respondents responded strongly disagree, 13(68%) of respondents
responded disagree, (0%) of respondents respondedneutral, 0(0%) of respondents responded
agree, 0(0%) of respondents responded strongly agree. The focus group discussion result also
shows that the toilets are very narrow and they are not clean, especially in female dormitories the
toilets are very dirty and there is no separate toilet room .For students with physical disability
there is lack of adapted toilet. The shower is not also accessible, especially for students with
physical disability because they bathe by sitting on the bench or with the help of another person
to open and lock the water as the showers were too long or too short.
For item 11, 4(21%) of respondents responded strongly disagree, 12(63%) of respondents
responded disagree, 2(11%) 0f respondents responded neutral, 1(5%) of respondents responded
agree, 0(0%) of respondents responded strongly agree. The focus group discussion result also
shows that, there is no a sign that help students with disability to identify where they are .As
there is no sign at the edge of the roads, they make their own sign by sensing and in the buildings
19
they try to identify where they reach by counting stairs .They also identify the doors by sensing
them as there are nothing made on the doors to enable them easily.
For item 12, 4(21%) of respondents responded strongly disagree, 14(74%) of respondents
responded disagree, 1(5%) of respondents responded neutral, 0(0%) of respondents responded
agree, 0(0%) of respondents responded strongly agree. The focus group discussion also shows
that as there is no direction indicator, it is difficult for students with disability to find ways that
they need to move towards.
For item 13, 3(16%) of respondents responded strongly disagree, 9(47%) of respondents
responded disagree, 4(21%) of respondents responded neutral, 3(16%) of respondents responded
agree, 0(0%) of respondents responded strongly agree. The focus group discussion result also
shows that interior doors are difficult to open and close and there are some doors that are broken
and they are not still repair.
For item 14, 2(11%) of respondents responded strongly disagree, 16(84%) of respondents
responded disagree, 0(0%) of respondents responded neutral, 1(5%) of respondents responded
agree, 1(5%) of respondents responded strongly agree. The focus group discussion result also
shows that as far as classroom is concerned, student with disability are assigned n the classroom
where students without disability learn without considering their difficulty. Especially when they
are assigned in the classroom with upstairs, they are very much in difficulty to go there and
attend the lessons well. There are also no comfortable chairs in the classroom. As arm chairs are
disorganized in the classrooms their mobility is very limited .As there are no regulations about
sitting arrangement in the classrooms they would try to sit at front arriving there earlier than
other students.
20
Table 4.4 Accessibility of roads
No.
Item
Strongly
Disagree
Neutral
Agree
Strongly
disagree
F
15
agree
%
F
%
11%
10
53% 4
the 3
16%
7
the 4
21%
Curb cuts are located 3
16%
The cafe roads are 2
F
%
F
%
F
%
21% 3
16%
0
0%
37% 3
16% 6
32%
0
0%
11
58% 1
5%
3
16%
0
0%
14
74% 0
0%
2
10%
0
0
easily reachable
16
Curb
cuts
on
campus are adequate
17
Sidewalks
on
campus are adequate
18
where they are needed
As indicated in the table 4.4 item 15, 2(11%) of respondents responded strongly disagree,
10(53%) of respondents responded disagree, 4(21%) of respondents responded neutral, 3(16%)
of respondents responded agree, 0(0%) of respondents responded strongly agree. The focus
group discussion result also shows that as the cafe roads were close for students with disability,
they may not face problems regarding the roads of the cafe.
For item 16, 3(16%) of respondents responded strongly disagree, 7(37%) of respondents
responded disagree, 3(16%) of respondents responded neutral, 6(32%) of respondents responded
agree, 0(0%) of respondents responded strongly agree. The focus group discussion result also
shows that as students with disability walk on the curb cuts the branches of the plants were strike
them, so in order not to be exposed to accident most of the time they didn’t use them.
For item17, 4(21%) of respondents responded strongly disagree, 11(58%) of respondents
responded disagree, 1 (5%) of respondents responded neutral, 3(16%) of respondents responded
agree, 0(0%) of respondents responded strongly agree. The focus group discussion result also
shows that as the sidewalks that are found in the campus were very narrower, most students with
disability don’t prefer to walk on them, because it doesn’t allow them to move freely.
21
For item18, 3(16%) of respondents responded strongly disagree, 14(74%) of respondents
responded disagree, 0(0%) of respondents responded neutral, 2(10%) of respondents responded
agree,0(0%) of respondents responded strongly agree. The focus group discussion result also
shows that the curb cuts in the campus are not enough and were not found wherever they are
needed.
Table 4.5 Service provision in the Library
No.
Item
Strongly
Disagree
Neutral
Agree
disagree
F
19
The
library
staff
Strongly
agree
%
F
%
F %
F
%
F
%
21%
12
63%
2
11%
1
5%
0
0%
5%
15
79%
0
0%
3
16
0
0%
0
0%
0
0%
0
0%
are
convenient in terms of their 4
willingness to help students
20
The
universities
library
provision is adequate and 1
reachable
21
%
The library makes effort to
provide
accessible
services
format
in 4
21%
10
53%
1
5%
4
for
21
%
students with disability
22
There is a separate service
provider in the library ,cafe 6
32%
9
47%
1
5%
3
for students with disability
23
There is adequate text book 9
16
%
47%
available in the library (e.g.
7
37%
1
5%
2
11
%
Braille book
As indicated in table 4.5 item 19, 4(21%) of respondents responded strongly disagree, 12(63%)
of respondents responded disagree, 2(11%) of respondents responded neutral,1(5%) of
respondents responded agree, 0(0%) of respondents responded strongly agree. The focus group
22
discussion result also shows that some of the library staff is convenient but most of them are not.
When students with disability enter to library sometimes they may go in the wrong direction, at
this time they would shout on them rather than telling that they were walking on the wrong
direction and taking them to their room.
For item 20, 1(5%) of respondents responded strongly disagree, 15(79%) of respondents
responded disagree, 0(0%) of respondents responded neutral,3(16%) of respondents responded
agree,0(0%) of respondents responded strongly agree. The focus group discussion result also
shows that within the library there is a separate room for students with visual impairment ,but the
rooms are very few in number and are very narrower. In order to read there one must came
earlier than other, if not they can’t because the room would be captured by those who came
earlier.
For item 21, 4(21%) of respondents responded strongly disagree, 10(53%) of respondents
responded disagree, 1(5%) of respondents responded neutral, 4(21%) of respondents responded
agree, 0(0%) of respondents responded strongly agree. From this the researcher understands that
the library doesn’t make effort to provide services in easily and accessible way.
For item 22, 6(32%) of respondents responded strongly disagree, 9(47%) of respondents
responded disagree, 1(5%) of respondents responded neutral, 3(16%) of respondents responded
agree, 0(0%) of respondents responded strongly agree. The focus group discussion result also
shows that in the library there is no a separate service provider that serves students with
disability .For example students with visual impairment brings books by themselves and also for
students with physical disability no one bring books where they are sited. The brailed books that
are available in library are not kept in accessible format, most of the books are found on the floor
and some of them on the shelf. In cafe of course the servants bring food for students with visual
impairment but, they didn’t told them and the food and tea were Colden until someone tells
them it is already arrived or know themselves by touching. As a result students with visual
impairment were felt it was trimming of other students.
For item 23, 9(47%) of respondents responded strongly disagree, 7(37%) of respondents
responded disagree, 1(5%) of respondents responded neutral, 2(11%) of respondents responded
agree, 0(0%) of respondents responded strongly agree. The Braille books in the library are made
23
by students with visual impairment themselves, rather than they are professionally made. The
books are not prepared for all course and department so they were challenged in exam and
assignments.
Table 4.6 provision of support service
No.
Item
Strongly
Disagree
Neutral
Agree
disagree
F
24
Tutoring services are readily 7
Strongl
y agree
%
F
%
F
%
F
%
F
%
37%
11
58%
0
0
1
5%
0
0
42%
10
53%
1
5%
0
0
0
0
26%
8
42%
3
16
3
16
0
0
available
25
There is alternative exam 8
format(e.g.
extended
time
alternate location ,oral vs.
written
26
There
is
new
student 5
orientation service that help
%
%
students adjust to the campus
27
Extra time are given for 8
42%
11
58%
0
0%
0
0
0
0
16%
9
47%
4
21%
3
16%
0
0
53%
6
31%
3
16
0
0%
0
0%
4
21
0
0
assignments
28
There are a reader service 3
(audio or person)
29
There are university based 10
counseling or psychological
%
services
30
The university always ready 2
to give extra assistance
11%
for
9
47%
4
21
%
students with disability (e.g. t
tape recorder ,Braille ,Braille
paper ,jaws training)
24
%
As indicated in table 4.6 item 24, 7(37%) of respondents responded strongly disagree, 11(58%)
of respondents responded disagree, 0(0%) of respondents responded neutral, 1(5%) of
respondents responded agree, 0(0%) of respondents responded strongly agree. The focus group
discussion result also shows that there is no a tutorial program that is offered to help students
with disability to achieve best in their academics. If tutorial services were provided for students
with disability they would be more benefited because unclear concepts became clearer and they
would have more confident and intelligent knowledge about the course.
For item 25, 8(42%) of respondents responded strongly disagree, 11(58%) of respondents
responded disagree, 0(0%) of respondents responded neutral, 0(0%) of respondents responded
agree,0(0%) of respondents responded strongly agree. The focus group discussion result also
shows that there is no one who provides exams in Braille for students with visual impairment.
Concerning time arrangements there are no clear direction from the university management. For
example there are some teachers who add minute for examination and at the same time there are
also who never add any time. This is done by the willingness of the lecturers, not something
decided by the laws and regulation of the university. As the take exams by having, others read
for them, which have its own impact on the time they spend in doing the examinations. The other
challenge is that they don’t get suitable place when they are taking exams while the sighted
students who are their classmates are taking exams in the classroom. Since they take exams in
the corridors with their readers they were disturbed by the noise of people who are walking
around the class and corridors.
For item 26, 5(26%) of respondents responded strongly disagree, 8(42%) of respondents
responded disagree, 3(16%) of respondents responded neutral, 3(16%) of respondents responded
agree,0(0%) of respondents responded strongly agree. The focus group discussion result also
shows that new student orientation services are very important for students with disability
,because as they are new for the campus and its life it would be difficult to adjust themselves but
there is no such service that is provided only for students with disability regarding the campus
life ,challenges they may face, and how to overcome them, how to select department and others
.Rather this services are provided for them in Auditorium hall as any other students without
disability.
25
For item 27, 8(42%) of respondents responded strongly disagree, 11(58%) of respondents
responded disagree, 0(0%) of respondents responded neutral, 0(0%) of respondents responded
agree, 0(0%) of respondents responded strongly agree. The focus group discussion result also
shows that doing assignments is challenging for students with disability because there is lack of
brailed books for all courses, they require other person who writes the assignment. During this
time they need extra time to submit .By considering this most of the lecturers doesn’t give them
additional time. This had its own impact on their academic performance ,because if they didn’t
submit on time the lecturers may not be willing to accept them ,on the other hand because of lack
of time they may not also done all questions and in confidential manner.
For item 28, 3(16%) of respondents responded strongly disagree, 9(47%) of respondents
responded disagree, 4(21%) of respondents responded neutral, 3(16%) of respondents responded
agree, 0(0%) of respondents responded strongly agree. The focus group discussion result also
shows that it is clear that students with disability require a person who read the course materials,
write assignments and examiner during exams, In this campus moderately provide reader service,
but sometimes the students with visual impairment themselves who search for a person that
could examine them by reading the question papers as well as writing answers for them.
For item 29, 10(53%) of respondents responded strongly disagree, 6(31%) of respondents
responded disagree, 3(16%) of respondents responded neutral, 0(0%) of respondents responded
agree, 0(0%) of respondents responded strongly agree. The focus group discussion result also
shows that there is no a counseling or psychological services that serves students with disability
in their campus life. These services are very important for students with disability, for example
how to handle tension, how to overcome campus related problems, love and the like issues.
For item 30, 2(11%) of respondents responded strongly disagree, 9(47%) of respondents
responded disagree, 4(21%) of respondents responded neutral, 4(21%) of respondents responded
agree,0(0%) of respondents responded strongly agree. The focus group discussion result also
shows that there are no Jaws training for students with visual impairment.
26
CHAPTER FIVE
Discussion of the Result
This section presents the interpretation of the main finding of the research. This study tries to
describe the barriers student with disability face in Haramaya university (main) campus.
Students with disability face a number of barriers in higher education (fuller etal, 2004) this is
also true in the context of Haramaya university, the finding of the present study also support the
above assumption.
The finding also consistent with most of the research done on the experience of students with
disabilities in higher education institution, A study by Adams and Holl(2006), Baron. etal,
(1996) and Tinklin and Hall (1999) identified multiple barriers students with disability faced at
higher education institution. Some of these include physical inaccessibility, lack of supportive
services and problem in examination and assignments. The present study also confirms that most
of the participants of the study have experienced most of these barriers. Among the respondents
about 89% said they have experienced barrier related to physical layout of the buildings
comfortable and 98% said they have experienced barrier related to the service provider in library,
café for students with disability and 95% said they have experienced barrier related to exam
format (extended time, alternative location, oral vs. written).
Using library and lack of assistive technology can create barrier for most of students with
disability. According to study by fuller etal, (2004). 46% of students with disability responded
barrier in using library and assistive technology (Tap recorder, Braille, Braille paper, jaws
training).
It is also important that tertiary institution develop a three-to-five year physical access plan in
consultation with students with physical disability support staff. If physical access is difficult, the
institution should be flexible regarding were closer are held, including moving teaching from
inaccessible areas (TEC & MOE, 2004).
It is clear that student with physical disability must here access to information in the same way as
their sighted peers. The university did not often try to provide several instructional and
27
assessment related information for students with visual impairment in alternative formats, such
as audio or Braille rather than posting this in writing. As a result, students with physical
disability often how to ask sighted friends to read them or tell them the information disseminated
in writing. If they do not get the help of sighted students to gain information, they miss
examination or lesson.
However, based on the findings of the study there are several factors which higher education
institution and staff supporting students with disabilities should consider if they are to address
potential in equalities in education. Indeed, this study has identified several key issues that need
to be solved, these include the physical inaccessibility of the campus, barrier related to provision
of adequate and reachable educational materials and extra assistances, inadequate library
provision are among the few issues that need to be solved.
28
CHAPTER SIX
CONCLUSION AND RECOMMENDATION
6.1 Conclusions
This chapter tries to summarize the main finding of the research. The research has generated
numerous findings. However, only some of the major findings are discussed here.
To point out some of the key issues and highlight challenge facing student with disability.
 The research finding shows that most of student with disability in Haramaya University
main campus 58% were male. The numbers of female student with disability were 42%.
 Among the major barriers student with disability encounter main campus includes;
inaccessibility of physical environment in the campus and university building, lack of
assistive technologies(tape recorder, Braille, Braille paper, jaws training), inadequate
service at disability center and there is no available ramp in the cafeteria, library,
classroom, dormitory and offices.
 Additionally student with visual impairment face barriers because of lack of reader, lack
of up-to-date Braille book in the library, inadequate Braille document, inadequate space
and material in side library.
 Likewise student with physical disability face barriers because of inaccessibility of the
structured environment of the university, inaccessibility of transportation services and
libraries.
 The result of the study also shows that students with disability have faced major barriers
inside libraries. Some of these barriers include the physical inaccessibility of the library
buildings, reading room, setting arrangement of table and chair of the classroom, lack of
accessible educational materials such as; text book and there is no adequate service
provider during examination time, and lack of assistance for student with disability
(computer and jaws training) and there is no adequate service that help student with
disability adjust to the campus.
Based on the findings of the study it is possible to conclude that student with disability still face
substantial amounts of barriers in higher education. This is to mean that the services provided by
the university for student with disability is very limited to areas like providing limited supportive
29
services, some physical accessibility and limited educational supportive services. It is therefore
possible to conclude that unless the university makes strong effort to tackle the problem of
student with disability face their accessibility and supportive services, student with disability will
continues to face barrier in their education.
6.2 Recommendations
Based on the finding of the research we would like recommend the following points
 It is important to address and give sufficient attention on the appropriateness of physical
accessibility and provision supportive services that create barrier on student with
disability.
 Providing adequate supportive services for student with disability will reduce the barrier
they will face during their education ensuring that student with disability get equal
benefits from the educational services provided by the university on equal base with
others. Services should be provided on the principle of human right and universal
access.
 Buildings including classroom, library, computer lab (for student with visual
impairment like jaws training) and stairs must be physically accessible for students with
disability.
 Providing adequate support person based on their disability need for example student
with visual impairment reader during examination and student with physical disability
need accessible environment.
 Providing tutorial services for students with disability and accessible interaction with
their academic environment.
 Providing educational materials in accessible format in order to facilitate equity of
access to materials and knowledge. For example Braille book, tape recorder, audio
formats and computer jaws training.
 Provides individual and group psychological counseling to students with disability.
Disabled students may request advice on any of the following difficulties interpersonal
and social relationship, difficulties in relationship with their friends, academic
difficulties and stress through study and test-taking period, whatever makes it harder for
them to function in everyday academic life.
30
 Buildings accessibilities the external structured environment in perspective of
accessibility and monitors construction of new buildings in order to ensure a high level
of physical accessibility to student with disability and also providing assistance on
facility managers with accessibility concerns in their buildings such as placing ramps,
elevators, handrails and accessible toilets, putting specific markers or signs for student
with visual impairment.
 Providing separate room and technical support in libraries for student with disability.
Alternative computer access systems like jaws. And arranging the physical accessibility
of libraries and academic support staff should serve as source of accurate information
and should support students in need of accommodations to be successful in the campus.
 Disability inclusion should be taken into account at all level and all departments and
facilities. The disability agenda is to be entrenched in the way in which the institutions
function as a whole.
 The time and place of examination should be comfortable and selected. Additional time
should be given for student with disability.
31
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34
Appendix A
HARAMAYA UNIVERSITY
COLLEGE OF EDUCATION AND BEHAVIOURAL SCIENCES
DEPARTEMENT OF SPECIAL NEEDS AND INCLUSIVE EDUCATION
Questionnaire to be filled by students
The main purpose of this questionnaire is to collect relevant data concerning the Appropriateness
of physical environment and provision of support service of the campus from student’s
perspective. Hence, your genuine and timely response is quiet vital .The information you are
going to provide is used purely for research purpose and will be kept confidential.
PART I: Background information of Respondents
1. Department
2. SEX: Male
Female
3. Age:1.19-21 2.22-24
4. Year of study:1.1st
3.25-27
2.2nd
4.27 and above
3.3rd 4.4th&above
PART II
Dear respondents, the following table mentions items related to the appropriateness physical
enviroment and provision of support services of the campus. Indicate your degree of
agreement by putting“√“mark.
1. Strongly Disagree 2.Disagree 3.Neutral 4.Agree 5.Strongly Agree
Put a “ √ “mark
No
Alternatives
1
1
The physical layout of the building is comfortable
2
There are adequate and available ramp in the cafe
3
There are adequate and available ramp in the library
4
There are adequate and available ramp in the classroom
5
There are adequate and available ramp in the dormitory
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2
3 4
5
6
There are adequate and available ramp in the offices
7
The dormitories are comfortable and easily accessible
8
Accessible classroom entrances are easy to identify
9
The cafe roads are easily reachable
10
There are enough accessible bathrooms
11
Curb cuts on the campus are adequate
12
The ramps are comfortable (not sliding) and professionally made
13
Slide walks on the campus are adequate
14
Campus signs are east to understand
15
It is easy to find ways in corridors of buildings
16
Interior doors are adequate and accessible
17
Curb cuts are located where they are needed
18
Classrooms are free from obstacles
19
Tutoring services are readily available
20
There is alternative exam format (e.g. extended time, alternative location, oral Vs
written)
21
There is new student orientation services that help students adjust to the campus
22
Extra time are given for assignments
23
There is a reader service (audio or person)
24
There are university based counseling or psychological services
25
The library staff are convenient in terms of their willingness to help students
26
The university’s library provision is adequate and reachable
27
The library makes effort to provide service in accessible format for students with
disability
28
There is a separate service provider in library ,café for students with disability
29
There is adequate textbook available in the library(e.g. Braille book)
30
The university always ready to give extra assistance for students with disability
(e.g. Tape recorder, Braille, Braille paper, Jaws training).
36
Appendix B
Focus Group Discussion
Focus Group Discussion for students with visual disability
1. How do you see the general appropriateness physical environment of main campus?
2. How do you see the provision support services that are provided for you in Main campus?
3. What do you recommend about the appropriateness of physical environment in the campus?
4. What do you recommend about the provision of support service in the campus?
?
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