African journal of disability · 2026
Navigating barriers and enablers to academic success for students with disabilities at the University of Gondar, Ethiopia: A participatory action research approach.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Adugna Molalign B, Tedla Tadesse A, Jemal Mustofa W, Tadese Getachew G, Araya Bilen M, Mengistie Missaye M, Abera Biset Y, Guadie Tibebu, Abate Roza A, Mengistu Yitayal A, Mekuanint Hiwot A, Kassa Selamawit, Coderre-Ball Angela, Robertson Madison, Egan Rylan
Аннотация
BACKGROUND: In Ethiopia, 17.6% of the population has disabilities. Research has largely overlooked students with disabilities (SWDs), focusing instead on caregivers, teachers and officials.
OBJECTIVES: The current study sought to include SWD voices by examining their experiences and identifying barriers and enablers to education in Ethiopia.
METHOD: A participatory action research approach with a critical theory lens, engaging SWDs in two phases was carried out. In phase one, student researchers received training through collaboratively developed modules on research concepts, questions, tools and data analysis. Student researchers identified, co-created, refined and finalised the study methods. In phase two, student researchers conducted 18 interviews and two focus group discussions.
RESULTS: Results indicated that physical, sensory and financial inaccessibility negatively influenced the social lives of SWDs, reinforced stigmatising societal perspectives and disadvantaged them compared to their peers without disabilities. Stigma led to feelings of hopelessness and social exclusion. However, having a supportive ('threshold') person or organisation, individual grit, love and trust in education and a desire to defy critics (i.e. positive revenge) contributed to student success.
CONCLUSION: Early interventions are vital for supporting SWDs in engaging with education. A dedicated advocate can significantly impact their success.
CONTRIBUTION: This study contributes to disability studies and inclusive policy by centring the voices of SWDs in Ethiopia, highlighting their lived experiences. It offers practical insights into how systemic stigma, inadequate infrastructure and limited psychosocial support hinder inclusion, while support systems, personal resilience and early interventions enhance educational success.
OBJECTIVES: The current study sought to include SWD voices by examining their experiences and identifying barriers and enablers to education in Ethiopia.
METHOD: A participatory action research approach with a critical theory lens, engaging SWDs in two phases was carried out. In phase one, student researchers received training through collaboratively developed modules on research concepts, questions, tools and data analysis. Student researchers identified, co-created, refined and finalised the study methods. In phase two, student researchers conducted 18 interviews and two focus group discussions.
RESULTS: Results indicated that physical, sensory and financial inaccessibility negatively influenced the social lives of SWDs, reinforced stigmatising societal perspectives and disadvantaged them compared to their peers without disabilities. Stigma led to feelings of hopelessness and social exclusion. However, having a supportive ('threshold') person or organisation, individual grit, love and trust in education and a desire to defy critics (i.e. positive revenge) contributed to student success.
CONCLUSION: Early interventions are vital for supporting SWDs in engaging with education. A dedicated advocate can significantly impact their success.
CONTRIBUTION: This study contributes to disability studies and inclusive policy by centring the voices of SWDs in Ethiopia, highlighting their lived experiences. It offers practical insights into how systemic stigma, inadequate infrastructure and limited psychosocial support hinder inclusion, while support systems, personal resilience and early interventions enhance educational success.