Welcoming Disability: An Investigation of Teachers’ Views about Inclusion in Higher Education Institutions

Abstract

Students with special education needs (SEN) are less visible in higher education. This phenomenon seems rooted in the perspectives of teachers and the environment of higher education institutions for disability. Welcoming approach may accelerate enrolment and participations of students. The study investigates how teachers view and welcome disability in universities. One hundred and fourteen teachers were selected on available basis. The analyses disclose multifaceted barriers in pedagogy, curriculum and assessment cemented with other factors that keep students with special education needs (SEN) away from higher education institutions and make them less visible. Paradoxically, there are bright signs of teachers’ readiness to get orientation and training to welcome students with SEN. The study suggests and stresses more on awareness and training programmes for university teachers to widen their thinking to accept the potential of such students with SEN. Further, the study concludes that support and changes are needed to create welcoming environment for SEN to make inclusion gradually possible in higher education institutions.