Attitudes Toward Disability and Inclusive Environments in Georgian Universities: A Cross-Sectional Study of Administrative Staff

Shorena Sadzaglishvili (), Ketevan Makashvili, Ketevan Gigineishvili, Ruizan Mekvabidze and Zurab Zurabashvili
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Shorena Sadzaglishvili: Faculty of Arts and Science, Ilia State University, Tbilisi 0179, Georgia
Ketevan Makashvili: Faculty of Arts and Science, Ilia State University, Tbilisi 0179, Georgia
Ketevan Gigineishvili: Faculty of Arts and Science, Ilia State University, Tbilisi 0179, Georgia
Ruizan Mekvabidze: Business and Law, Faculty of Social Sciences, Gori State University, Gori 1400, Georgia
Zurab Zurabashvili: Business and Law, Faculty of Social Sciences, Gori State University, Gori 1400, Georgia

Disabilities, 2025, vol. 5, issue 3, 1-16

Abstract: This study explores the attitudes of university administrative staff toward disability and their perceptions of the potential for inclusive environments in higher education institutions across Georgia. Using the Attitudes to Disability Scale (ADS), a cross-sectional survey was conducted with 63 staff members from a Tbilisi-based and a regional university. The findings reveal generally positive attitudes, especially among younger and female staff, but expose persistent hierarchies in disability perception—particularly skepticism toward intellectual and psychosocial impairments. While the participants expressed support for inclusion, their recommendations for occupational roles reflected narrow and often custodial views of employability. Urban–rural and tenure-based divides further underscored structural and cultural barriers to full inclusion. This study concludes with actionable recommendations for inclusive training, policy reform, and participatory approaches to shift Georgian universities toward genuine inclusion.

Keywords: inclusive environment; disability; attitudes; Georgian universities; administrative staff; higher education; ADS (search for similar items in EconPapers)
JEL-codes: I (search for similar items in EconPapers)
Date: 2025
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