Students perspectives on inclusion, a case study of Kenyatta University- Kenya

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dc.contributor.authorOtube, Nelly Were
dc.date.accessioned2018-02-19T06:41:36Z
dc.date.available2018-02-19T06:41:36Z
dc.date.issued2018-01
dc.descriptionResearch paperen_US
dc.description.abstractThe purpose of this research was to establish the academic and social inclusion of students with disabilities in Institutions of higher learning at Kenyatta University in Kenya. The paper focused on the academic and social support as experienced by the students in the course of their studies at the institution. The study adopted a descriptive survey method using both qualitative and quantitative approaches, including questionnaires and Interview to collect data. 29 students with various disabilities participated in the study and 1 administrator in working in the disability service directorate. Findings indicate that students perceived a lack of inclusion in the issuance of academic materials and participation in excursions while in social activities the least inclusive activities were hobbies and major University activities like the culture week and the major conclusions were that the University should be enhanced to include a Disability Support section. And develop strategies for disability inclusion in every aspect of the students’ academic and nob-academic life and that the section should provide advice to respective units within the University accordinglyen_US
dc.identifier.citationNelly Were Otube (2018). Students perspectives on inclusion, a case study of Kenyatta University- Kenya. International Journal of Science Arts and Commerce Vol. 3 No. 1, January-2018en_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/18214
dc.language.isoenen_US
dc.subjectInclusionen_US
dc.subjectDisabilitiesen_US
dc.subjectAcademicen_US
dc.subjectSocialen_US
dc.subjectParticipationen_US
dc.subjectHigher Educationen_US
dc.subjectStudentsen_US
dc.titleStudents perspectives on inclusion, a case study of Kenyatta University- Kenyaen_US
dc.typeArticleen_US
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