Strengthening Inclusive Higher Education for Students with Disabilities through Institutional Practices and Managerial Perceptions in Public Universities

Abstract

This study examined managerial perceptions and institutional practices affecting the inclusion and support of students with disabilities in public universities. A mixed-methods approach guided by the pragmatic paradigm was employed. Quantitative data were collected through questionnaires administered to department heads, teachers, and students with and without disabilities from selected public universities, while qualitative data were gathered through interviews with university presidents, deans, and disability center coordinators. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were interpreted through phenomenological analysis. Students with disabilities continue to experience limited academic and social inclusion, weak instructional support, inadequate implementation of inclusive education policies, institutional resistance, limited infrastructure, and insufficient specialized services. The study highlights the need for stronger managerial accountability, improved policy enforcement, accessible infrastructure, disability-specific support services, and professional development for staff to strengthen inclusive higher education.