Disability-Inclusion in Higher Education Institutions through Instructional Adaptation: The Case of Hawassa University

Abstract

The purpose of this study was to examine the instructional adaptation practices provided for students with disabilities (SWDs) at Hawassa University. To achieve this, a qualitative research approach employing an instrumental case study design was adopted. Participants included four undergraduate SWDs representing two disability categories (visual and hearing impairments), two instructors, two department heads, and one special needs educator, all selected through purposive sampling. Data were collected using an in-depth interview guide and focus group discussions (FGDs) developed based on a thorough literature review. Thematic analysis was employed to interpret the data obtained from the semi-structured interviews and FGDs, resulting in two major themes: instructional adaptation practices and challenges in implementing instructional adaptations. The findings revealed that SWDs in higher education institutions (HEIs) were not provided with sufficient or appropriate instructional adaptations in areas such as instructional input, output, time, content, materials, and learning environment. Furthermore, the study identified key barriers to effective instructional adaptation, including instructors’ limited knowledge and skills, inadequate resources for SWDs, low self-advocacy skills among students, and the absence of clear policies and guidelines to support adaptive instructional practices. The researcher finally came up with the conclusion that, despite the fact that instructional adaptation supports the inclusion of SWDs in HEIs, its actual practice is very low as a result of the constraints described. Therefore, responsible stakeholders need to address the problems observed.