Lived Experiences of Social Inclusion and Exclusion of Blind Students in Addis Ababa and Debre Berhan Universities: A Phenomenological Study
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Date
2020
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AAU
Abstract
The purpose of this study was to explore and describe the lived experiences of social inclusion
and exclusion amongst blind students (4 males and 4 females) who were pursuing their
undergraduate studies at Addis Ababa and Debre Berhan Universities. Purposive sampling
technique was used to select the participants. To collect data, semi-structured interview guide
was employed. The data were analyzed utilizing Colaizzi‟s descriptive phenomenological
analysis framework. The analysis resulted in the following major findings: Equal access to basic
student services and facilities (uniqueness being recognized), and access to personalized support
services (feeling respected and access to physical interaction) represent participants‟
experiences of social inclusion. Also, isolated campus-living, being ignored, non-participation in
extracurricular activities, limited access to friendships, being Othered (typified as aggressive in
nature, perceived as often complaints and treated as academically weak), and classroom
marginality (sidelined teaching and favoritism classroom interaction) consisted of their
experience of social exclusion. Moreover, social challenges (peers‟ stereotypes and prejudices,
and teachers‟ reluctance), physical challenges (unfriendly physical spaces and buildings), and
institution-related challenge (inaccessible ink-print information and notices) were challenging
experiences of participants as having contributed to social exclusion. The findings can be
summarized as that blind students were experiencing both social inclusion and exclusion in the
same classrooms and campuses. These findings have vital implications for trainings, educational
practices and policy formulations. Based on the major findings, the following 4 conclusions were
drawn: (a) higher education institutions selected for the study are not barrier-free and that they
are not fully welcoming for blind students; (b) blind students are not truly accepted for real peer
(social) integration, and (c) classrooms and campuses of the selected institutions are not social
exclusion free environments, and (d) the teaching-learning activities of classroom teachers who
taught 8 blind students lack inclusivity. Finally, the following strategies were suggested to
address social exclusion and thereby enhance the social inclusion of blind students in the
classrooms and campuses of both public universities: Disability awareness creation, social skills
training, trainings on inclusive teaching practices and formulating accessibility policy
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Keywords
Phenomenology, Colaizzi‟s analysis, social inclusion, social exclusion,