Phenomenological Study of Disabled Student Experiences Related to Inclusive Learning Environments in Public Higher Education

Abstract

Students with disabilities represent the largest and most diverse minority group in higher education, facing numerous barriers to accessing their learning environments. Historically, societal views have marginalized individuals with disabilities, perpetuating exclusion and discrimination. This study explores the experiences of disabled students in higher education, examining various models of disability, including the moral, charity, medical, social, and human rights models. These models influence how students experience their learning environments. Higher education has traditionally been exclusive, primarily serving privileged groups. However, as societal narratives evolve, disciplines like disability studies have emerged, challenging these dominant narratives. The researcher, a community faculty member with disabilities, uses a critical disability inquiry paradigm to understand the power dynamics and societal constructs that influence privilege and oppression based on disability and other identities. This study employs Social Dominance Theory and Social Learning Theory to explore the experiences of disabled students in higher education. The study aims to understand the impact of inclusive learning spaces and the principles of Universal Design for Learning on disabled students\u27 experiences. It highlights the importance of including disabled voices in research and decision-making processes. The findings reveal that while students with disabilities face significant barriers, inclusive practices and supportive environments can enhance their educational experiences. The study underscores the need for higher education institutions to adopt inclusive practices, reduce ableism, and create more equitable learning environments