Comparative perspectives on disability diversity management in Ethiopian public higher education institutions: perceptions and challenges

Abstract

Purpose This study aims to investigate disability diversity management (DDM) in Ethiopian public higher education institutions (HEIs) through a comparative international education framework, providing insights and recommendations to enhance the inclusion of students with disabilities (SWDs). Design/methodology/approach A pragmatic approach and mixed methods examined DDM in five public universities across Ethiopia. Using a stratified random sampling method, 270 undergraduate SWDs were selected, yielding 247 usable questionnaires representing 60.4% of the target population. Additionally, 32 qualitative participants were interviewed, including 4 vice academic presidents, 5 student deans, 10 instructors, 3 heads of disability centers and 10 undergraduate students. Data collection used structured questionnaires featuring demographic and perceptual items, supplemented by semi-structured interview guides. Document analysis supported the findings. Findings DDM in Ethiopian public HEIs was perceived moderately, with an average rating of 3.4 on a five-point Likert scale. The qualitative analysis revealed key themes: insufficient physical accessibility, inadequate support services, and limited awareness among faculty. Major challenges included the lack of proper accommodations and training, significantly impacting accessibility for SWDs. Originality/value This study enriches the discourse on DDM in Ethiopian higher education, identifying critical challenges and perceptions of equity. The findings offer implications for policymakers and educators committed to fostering inclusive educational environments.