This study was aimed to explore challenges of students with disabilities in higher education institutions in Namibia, as narrated and illustrated by themselves. Mixed methodologies, with specific reference to a small-scale quantitative survey and extensive qualitative design were employed as tools to understand the prevalence, extent and nature of challenges of students with disabilities in their pursuance of higher education in Namibia. Data was thus collected in two phases. The first phase consisted of a ten-item quantitative-survey which was largely used to determine the prevalence of students with disabilities in higher education institutions, and basic information regarding institutional standpoints pertaining to students with disabilities. Data acquired through this survey confirmed the prevalence of students with disabilities in Namibian higher education institutions. The second phase represented the qualitative design whereby data was collected through three main methodologies namely a narrative diary-based approach, a photo-voice and individual interviews. These methodologies ensured reliability of the data through triangulation. The study confirmed that inclusive education at the higher education level in Namibia was largely achieved through the goal of access, as all higher education institutions have admitted students with observable as well as hidden disabilities. However, a major finding of the study was that support and provision for students with disabilities was rendered in fragmented portions within and across institutions, and that the goals of equity and equality have not yet been achieved to the desired degree, if inclusive education was to become a reality for students with disabilities in higher education in Namibia. Students reported challenges related to physical accessibility of institutions; unavailability of educational material in alternative, as opposed to traditional formats; lack of sensitivity and skills of staff; as well as lack of structured support systems. The study also revealed that, notwithstanding the challenges students faced in their institutions, students with disabilities continued to perform their academic duties to the best of their abilities and were driven by their individual personal philosophies, many of which spoke of perseverance and courage, to make a success of their studies. / D. Ed. (Inclusive Education) / Language Education Arts and Culture

This study was aimed to explore challenges of students with disabilities in higher education institutions in Namibia, as narrated and illustrated by themselves. Mixed methodologies, with specific reference to a small-scale quantitative survey and extensive qualitative design were employed as tools to understand the prevalence, extent and nature of challenges of students with disabilities in their pursuance of higher education in Namibia. Data was thus collected in two phases. The first phase consisted of a ten-item quantitative-survey which was largely used to determine the prevalence of students with disabilities in higher education institutions, and basic information regarding institutional standpoints pertaining to students with disabilities. Data acquired through this survey confirmed the prevalence of students with disabilities in Namibian higher education institutions. The second phase represented the qualitative design whereby data was collected through three main methodologies namely a narrative diary-based approach, a photo-voice and individual interviews. These methodologies ensured reliability of the data through triangulation. The study confirmed that inclusive education at the higher education level in Namibia was largely achieved through the goal of access, as all higher education institutions have admitted students with observable as well as hidden disabilities. However, a major finding of the study was that support and provision for students with disabilities was rendered in fragmented portions within and across institutions, and that the goals of equity and equality have not yet been achieved to the desired degree, if inclusive education was to become a reality for students with disabilities in higher education in Namibia. Students reported challenges related to physical accessibility of institutions; unavailability of educational material in alternative, as opposed to traditional formats; lack of sensitivity and skills of staff; as well as lack of structured support systems. The study also revealed that, notwithstanding the challenges students faced in their institutions, students with disabilities continued to perform their academic duties to the best of their abilities and were driven by their individual personal philosophies, many of which spoke of perseverance and courage, to make a success of their studies. / D. Ed. (Inclusive Education) / Language Education Arts and Culture