Lived Experiences of Social Inclusion and Exclusion of Blind Students in Addis Ababa and Debre Berhan Universities: A Phenomenological Study
| dc.contributor.advisor | Teklemariam, Alemayehu Dr. | |
| dc.contributor.author | Beza, Tadesse | |
| dc.date.accessioned | 2020-08-31T07:26:42Z | |
| dc.date.accessioned | 2023-11-05T08:57:35Z | |
| dc.date.available | 2020-08-31T07:26:42Z | |
| dc.date.available | 2023-11-05T08:57:35Z | |
| dc.date.issued | 2020 | |
| dc.description.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 | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/22195 | |
| dc.language.iso | en | en_US |
| dc.publisher | AAU | en_US |
| dc.subject | Phenomenology, Colaizzi‟s analysis, social inclusion, social exclusion, | en_US |
| dc.title | Lived Experiences of Social Inclusion and Exclusion of Blind Students in Addis Ababa and Debre Berhan Universities: A Phenomenological Study | en_US |
| dc.type | Thesis | en_US |