The Nexus between Infrastructural Support Systems and Educational Inclusion of Students Living with Disabilities SLWDS in Public Universities in Kenya

PhD. Roseline Onego, Dr. Peter Mbabazi Mbabazize and Dr. Ongodia A. Ekomolot
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PhD. Roseline Onego: Public Administration and Management, Kamapala International, University (KIU), Kenya
Dr. Peter Mbabazi Mbabazize: Principal in College of Humanities and Social Sciences (KIU), Kenya
Dr. Ongodia A. Ekomolot: Senior lecturer in College of Humanities and Social Sciences (KIU)Senior lecturer; College of Humanities and Social Sciences (KIU), Kenya

International Journal of Research and Innovation in Social Science, 2022, vol. 6, issue 10, 447-454

Abstract: The study focused on establishing the effect of infrastructural support systems on the educational inclusion of Students Living with Disabilities (SLWDs) in public universities in Kenya. It was founded on the Social Model (SM). A cross-sectional survey design was adopted. A sample size of 6 public universities, 6 coordinators (staff) for SLWDS, 6 SLWD leaders, and 384 SLWDs was sampled through multistage and purposive sampling. Quantitative data was collected from the SLWDs using questionnaires while qualitative data was from the coordinators and SLWDs leaders using an interview guide. An observation guide was used for triangulation. Content validity was established through expert judgment while reliability was established through Cronbach Alpha. A pilot study was carried out to assess the feasibility of the study. The study findings however revealed no significant relationship between Infrastructural Support Systems and the Educational Inclusion of Students Living with Disabilities (SLWDS) in public universities in Kenya. While correlation analysis revealed that the availability of educational infrastructure, would influence the educational inclusion of the SLWDS in public universities in Kenya at a significant level of 0.090. The study recommended the adoption of effective infrastructural strategies to facilitate educational inclusion for SLWDs. It concluded that opportunities for the SLWDs to pursue higher education can be realized with the same rights as their counterparts without challenges if the barriers to the required infrastructural needs are leveled, in particular; the cost of assistive technology, provision of alternative transport within the university facility and accessibility of the university facilities.

Date: 2022
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