Inclusion, Access, and Accessibility of Educational Resources in Higher Education Institutions: Exploring the Ethiopian Context

Autor/inn/en	Beyene, Wondwossen Mulualem; Mekonnen, Abraham Tulu; Giannoumis, George Anthony
Titel	Inclusion, Access, and Accessibility of Educational Resources in Higher Education Institutions: Exploring the Ethiopian Context
Quelle	In: International Journal of Inclusive Education, 27 (2023) 1, S.18-34 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1817580
Schlagwörter	Foreign Countries; Students with Disabilities; Equal Education; Access to Education; Higher Education; Barriers; Visual Impairments; College Students; School Personnel; Accessibility (for Disabled); Student Diversity; Educational Resources; Access to Computers; Academic Libraries; Library Role; Library Services; Library Materials; Braille; Technological Literacy; Poverty; Attitudes toward Disabilities; Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Visual handicap; Sehbehinderung; Collegestudent; Schulpersonal; Accessibility; Zugänglichkeit; Bildungsmittel; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Bibliotheksarbeit; Technisches Wissen; Armut; Äthiopien
Abstract	The right of persons with disabilities for equal access to education and educational resources is enshrined by international and country-specific anti-discrimination laws. Taking the Ethiopian context as an example, this paper sought to identify barriers of access to educational resources and explored ways for removing them. Seventeen students with visual impairments studying at Hawassa University were selected for semi-structured interviews. Moreover, five individuals working at the disability centre and the university library were interviewed. The results of the interviews were analysed thematically using the International Classification of Functioning, Disabilities and Health (ICF) as a framework. Access and accessibility problems that emanate from the learners' diverse background, lack of educational resources in alternative formats, lack of institutional tools (policy, procedure, guidelines, etc.) to bridge the gap between law and practice, and the digital divide were among the problems identified and discussed. At the end, the paper showed how libraries, revitalised as learning and information commons, could help to ensure the accessibility of educational resources and help learners with disabilities to acquire skills that may help them in their studies and their future undertakings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01