The Lived Experiences of Students with Disabilities in Institutions of Higher Learning: A Phenomenological Case Study

Abstract

The aim of this qualitative study was to explore and provide an in-depth description of the lived experiences of students with disabilities in institutions of higher learning in Masvingo Province, Zimbabwe. Three instruments were used to collect data: individual interviews, follow-up discussions and none-participant observations. The data which was elicited from conveniently sampled12 students with disabilities at an institution that had a niche in inclusive education was analyzed thematically. The study established that the self-esteem and self-image of students living with disabilities was very low because of what they experienced. The treatment they received from the university staff, the public and fellow students was hostile and disrespectful. Students with disabilities were given assistance as the last option in many situations. The unfriendly experiences have resulted in them internalizing negative perceptions of themselves as human beings and have no hope for a better future. The study recommended engagement and dialogue between the institution and the students to address concerns raised. The students with disabilities need constant support to assist them to manage stress and to cope with traumatic experiences they often face. The study recommended that to cater for disability the institution is to attend to disabling environmental barriers, hostile social attitudes and other exclusionary practices perpetuated.