Experiences of Students with Disabilities Enrolling in Higher Education: A Qualitative Study in the United Arab Emirates

Introduction

Disability is the condition in which a person’s ability to engage in activities is limited due to their interactions with the environment. Students with disabilities continue to face systematic disadvantages in comparison to their non-disabled peers. Hence, educational practitioners and policymakers must fully understand the intricacy of the encounters of impaired students (Brewer et al., 2023). Some types of disabilities include hearing loss, movement problems, mental health issues, communication problems, and learning difficulties. The enrollment of students with disabilities in higher education has increased (National Center for Education Statistics, 2022).

In order to combat the systemic discrimination that people with disabilities experience, structural interventions are necessary for students with disabilities (Ostiguy-Finneran et al., 2018). The rights of students with disabilities in higher education are becoming more widely known internationally (Taneja-Johansson, 2021), particularly considering an increase in the proportion of university students with disabilities (Zhang et al., 2018). Higher education institutions must empower the disabled population, emphasizing student accessibility as these students grow. For students with disabilities, getting into higher education remains challenging (Fernández-Batanero et al., 2022). Students with disabilities have a range of difficulties, such as physical, sensory, learning, attention, and communication challenges (Burgstahler, 2020).

The educational environment and instructors’ capacity to modify it to be congruent with students’ skills are problems for students with disabilities. They continue to get unfair treatment while attending universities (García-González et al., 2020). Due to difficulties with accommodation offered by universities, students with disabilities continue to face barriers when trying to access possibilities for a fair education (Ehlinger & Ropers, 2020; García-González et al., 2020; Magnus & Tøssebro, 2014). They encounter problems, including prejudice and stigmatization, occasionally hindering their learning capacity (Carroll et al., 2020; Subu et al., 2024). Physical environment and academic and administrative procedures are critical barriers to inclusive educational practices that university students with disabilities must overcome (Algolayalt et al., 2023). Many students with intellectual disabilities struggle to finish their coursework and lack the intellectual and social skills necessary to fit in the universities (Prohn et al., 2019) despite the multiple university education programs available to them.

The United Arab Emirates (UAE) adopted the international movement regarding the rights of individuals with disability by introducing a federal law in 2006 to govern the rights of people with disabilities, especially those related to education. Federal Law No. 29 of 2006 is the first legislation in the UAE to safeguard the rights of individuals with disabilities. According to Article 12 of the law, the country ensures that individuals with special needs have equal access to education in all educational institutions, including regular and special classes. This includes providing a curriculum in sign language, braille, or other suitable methods (United Arab Emirates Government, 2023). Because of this, the UAE Ministry of Education launched a new program to include students with special needs in regular classrooms (Gaad & Almotairi, 2013).

Special education is specifically designated for children who have a disability, problem, or any other circumstance that affects their capacity to learn or perform academically. In addition, people with disabilities are also ensured equitable chances and appropriate adjustments to pursue their studies in mainstream and specialized classrooms (UNESCO, 2018). The UAE government has built assistance centers around the UAE to monitor the academic success of people with special needs before and after school integration. These centers offer various services, including assessing students with disabilities and learning challenges, making recommendations, helping parents navigate their child’s situation, and advising on appropriate support services for their children (UAE government, 2023).

Within the Disability-Diversity (Dis)Connect model (Aquino, 2016), two forms of disability diversity manifest in university settings. These models show how students with disabilities can be included and deal with comparable problems as students who identify with other diverse memberships or who cannot. Every experience a student has with disability and diversity is related to how they view their impairment’s role in their life and the university setting. First, Disability-Diversity Disconnect: Because they find it difficult to integrate their disability into the higher education environment and because their experiences differ from those of students who identify with other diversity memberships, students with disabilities do not want to participate fully (or intentionally) in the postsecondary environment and do not integrate. Students of this kind have a difficult time adjusting to life in a university setting. The student does not believe that disabilities are accepted in college, especially when they are a part of student diversity. Second, Disability-Diversity Connect: The student with a disability views the disability as just one of many elements that make up their identity and place in a postsecondary environment. Furthermore, one may consider disability in the postsecondary setting a part of diversity. According to the student, disability is fully integrated into the diversity of students and is a crucial aspect of the postsecondary environment. Positive experiences with self-development, a desire to engage with the postsecondary community, and the accomplishment of social and academic objectives all contribute to feelings of disability and diversity inclusion.

Research aims

An extensive literature review indicates limited information regarding the experiences of students with disability currently enrolled in higher education institutions in the UAE.

This study explored the experiences of students with disabilities presently enrolled in higher education institutions in the UAE. Understanding the disparity in enrollment and degree completion rates for students with disabilities is essential for researchers, policymakers, and faculty members (Erickson et al., 2014). The findings of this study may also assist educators in creating successful techniques to address the obstacles faced by students with disabilities. Organizations and decision-makers may use the results of this study to develop plans for meeting the social and academic requirements of university students with disabilities.

Research questions

The main research question is: What are the experiences of disabled students at a higher education or university?

Methods

Results

In this study, we identified four distinct but connected themes that emerged from the interviews and data analysis that described the experiences of students with disabilities enrolling in a university: 1) perceptions about the university; 2) socialization and integration; 3) barriers to studying in the university; and 4) support in the university journey. In addition, theme 1 has one sub-theme. Theme 2 has two subthemes. Theme 3 has three subthemes, and theme 4 has eight subthemes.

Discussion

Student with disabilities constitute a significant and growing minority group in higher education, contributing to the overall variety of the student population (Römhild & Hollederer, 2023; Mottershead et al., 2015). Our study results indicated that students have positive perceptions of studying at the university and indicated an excellent perception of the university. These findings support Clavijo Castillo and Bautista-Cerro (2020), who found that higher education is essential to building a learning environment that can contribute equality solutions to difficulties for those with disabilities in the educational setting. We also found in our study that some students had a negative perspective and impression of the university. The perceptions of students with disabilities on the services and initiatives offered by universities are crucial factors that influence these students’ performance (Cawthon & Cole, 2010). Most students who had issues with university teachers nonetheless expressed satisfaction with their college experience (Yssel et al., 2016). A student’s sense of belonging and capacity for self-advocacy contribute to better satisfaction and retention (Fleming et al., 2017).

Study participants agreed that the university had a welcoming social atmosphere, which helped social integration. Similar to our findings, integrating classmates and educators, campus activities, and extra-curricular activities for students with disabilities increased success in school (Accardo et al., 2019). The participation of students with disabilities in social activities promotes successful academic integration. According to Choi et al. (2019), university students with disabilities who are academically and socially integrated are more likely to stay in school and less likely to drop out. In this context, academic integration entails communication with and assistance from staff members and educators (Römhild & Hollederer, 2023). In this study, participants shared their positive experiences regarding relationships with faculty members. Other studies noted similar findings to our results. For example, disability-aware professors frequently assist students with disabilities in learning, solving problems, and passing classes with little to no difficulties (Mutanga & Walker, 2017; Timmerman & Mulvihill, 2015). When educators know how to help students, they can experience favorable social implications (Agarwal et al., 2015). The best opportunity for successful academic outcomes for students with disabilities is to form positive relationships with their teachers and peers (Mutanga & Walker, 2017).

The participants’ relationships included interactions with peers, faculty, and staff. Study results indicated that participants have good relationships with their friends. When participants had positive contact with their colleagues, they felt a sense of belonging. These interactions also help students with disabilities feel successful. Some studies show difficulties when disabled university students interact socially with peers (Nel et al., 2015; Schwab et al., 2018). Stereotypical threats, stigmatizations, and marginalization are among the difficulties students face with social participation (Desombre et al., 2018; Subu et al., 2023). According to French (2017), university students with disabilities have a sense of belonging when they connect favorably with fellow students and teachers during and after class. When their peers know how to help them, students with disabilities can experience favorable effects in society (Agarwal et al., 2015).

Our study results indicated that students with disabilities experienced several challenges during their journey at the university. Higher education is crucial for building an academic environment that can contribute equality solutions to challenges for students with disabilities in inclusive learning environments (Clavijo Castillo & Bautista-Cerro, 2020). A study indicated that it is highly challenging for individuals with disabilities to enroll in a university (Fernández-Batanero et al., 2022). In contrast to non-students with disabilities, other studies have indicated that academic distress, a lack of social support, and a lack of campus involvement are challenges (Fleming et al., 2017). Disabled university students who attend universities employ coping mechanisms like self-awareness, self-advocacy, and tenacity and resilience to deal with academic difficulties (Hengen & Weaver, 2018; Ju et al., 2017).

Other studies highlight other learning challenges. The absence of training for instructors to employ an approach that encourages inclusion in the classroom by their students’ requirements stands out among them (Heiman et al., 2017). Our findings align with another study on how these students do not receive teacher preparation in higher education (Nimante et al., 2021). Additionally, students are informed how difficult it is to get material resources because, for the most part, they are either inadequate or unsuitable for their needs (Alsalem & Abu Doush, 2018; Dreyer, 2021). Our study results also indicated that exams (quizzes, midterm, and final exams) are barriers during their education at the university. Our participants found that questions during exams are difficult for them regarding level. The results of this study are generally in line with those of another study that found that students with disabilities encountered significant educational challenges related to tests and information access because of a lack of support (Kisanga, 2020).

The university’s services for student with disabilities ensured their success there. Campus accessibility is essential for students with a disability at the university. Study results indicated that some students have a problem related to parking space, and other participants have difficulty accessing sidewalks. This result is in line with a study in which students with disabilities complained about the inadequate infrastructure and facilities at the university, as well as their difficulty accessing educational resources as a result of these problems (Nel et al., 2015). As these challenges can impede accessibility for these students, students with disabilities exhibit educational demands that must be addressed to attend education successfully (Braun & Naami, 2019). The results of this study are also in line with another study’s findings, which found that students with disabilities encountered considerable educational challenges related to accessibility (Kisanga, 2020).

Additionally, conventional architectural difficulties such as classrooms, stairs, insufficient auditoriums, heavy doors, malfunctioning elevators, or the lack of ramps and signage continue to be barriers to higher education (García-González et al., 2020). Accessibility to the university facilities is essential for students with disabilities. Study results indicated that participants indicated that all the facilities in the university are accessible or easy for them to use. Participants talked about how the school’s learning support programs encourage them to persevere, challenge them to explore options, and help them stay on track academically. Similar to this finding, university settings support the persistence of students with disabilities by enhancing their learning and academic performance, offering persistence programs like stress management and student success training, providing them with aid, and equipping them with resources (Mamiseishvili & Koch, 2012).

The study’s findings showed that the university’s disabilities center offers support to students, and it is crucial for them to make sure they have access to these services before beginning their academic studies. Previous studies have demonstrated that disability-related services, such as disability offices, positively impact graduation intentions and grade point averages (Singley, 2017). According to Brophy-Felbab (2021), disability-related services are crucial for student retention and performance. However, no appreciable associations exist between grade point average and disability-related services (Santos et al., 2019). Study participants claimed that the university program accommodated and enhanced their learning despite their particular limitations. According to the study’s findings, participants agreed that their educators were crucial to their academic success. It can be challenging for many students with disabilities to benefit from essential initiatives that improve learning outcomes (Boney et al., 2019). Similar issues with curriculum design are among the difficulties colleges face as they deal with the disability issue (Everett & Oswald, 2018). Developing inclusive learning materials should receive more vital support from teaching staff and curriculum designers (Fleet & Kondrashov, 2019), with universal design serving as a common framework for such efforts (Grier-Reed & Williams-Wengerd, 2018).

Study results indicated that professors at the university provide full attention and support to the students, and they are all willing to support them. Similar to these results, educators provide support to students with disabilities. The principle of inclusion depends on academics who value and assist students with disabilities in the classroom. Participants in this study reported that faculty members kept their attention during and after class by offering them opportunities to explore, ask questions, and work out problems. Most of the class is ensured to participate through discussion, demonstrations, and questions. According to Francis et al. (2019), instructors’ negative attitudes about disability are the cause of the mistrust and cynicism that exist between students with disabilities and their educators. Faculty members aware of disability concerns are better equipped to give students with disabilities the help they need during the teaching and learning process (Harnett, 2016). To succeed, students with disabilities need peer support. For instance, working in a group requires the assistance of other students, especially non-students with disabilities. Our research shows that during class discussions and project presentations, peers assist students in finding answers to questions. Students with disabilities retain positive relationships with their classmates and exchange unique and crucial information during and after lecture hours, which is consistent with our findings (O’Shea & Meyer, 2016).

In this study, participants stated they would remain in the program until their financial necessities were met. The university provides financial support for specific numbers of its students with disabilities. A few students claimed they were receiving financial aid to help with the expense of their tuition. Some participants indicated that receiving financial aid allowed them to get intellectually assimilated into the institution since it allowed them to purchase study materials, learn, and study in groups. We found that our participants indicated that their family supports them. They benefited from their relationships during university, which made for a better higher education experience. It has been recognized that providing these individuals with equal opportunity to non-disabled people in families and the greater community has a positive effect on the education of children with disabilities (Ceka & Murati, 2016). Although family and partner support does not directly correlate with academic success, it does increase students’ overall satisfaction (Lombardi et al., 2016). Parents who supported the idea of higher education for all—both literate and uneducated—supported and promoted their disabled children’s university education (Hegna & Smette, 2017).

Conclusion

This study shares the stories of students with disabilities and their experiences at the university. To accommodate these students, universities must modify their educational programs and offer services consistent with best practices. To enable these students to attend classes at university, a variety of infrastructure, teaching-learning, and institutional management-related factors are required. Promoting the success of students with disabilities in university education will only be possible by making higher education institutions more accessible, providing training for university faculty, and increasing community awareness of inclusive education in higher education. Enhancing the function of student support centers, which have the trained personnel and tools required to support the education of students with disabilities, will result in better implementation of inclusive education methods. This study looked into a specific instance of inclusive education techniques being applied to students with disabilities in a model higher education environment in the UAE rather than making a broad conclusion. Additionally, the study recommends modifying the physical, social, and educational environments to support the education of students with disabilities. Our research also indicates that to promote equity, university faculty members and staff need to be trained to assist students with disabilities. Implementing instructional strategies grounded in design for Learning may remove future challenges to learning, benefiting not just students with functional diversity but also other students. Enhancing instruction for students with disabilities has a favorable effect on education for all students. This study highlights some topics that need more significant investigation to develop best practices and a more profound knowledge of students with disabilities and to create a more inclusive environment for them. Further studies may provide additional context for these results, which may be applied to the entire student population with disabilities. Research on disability identification, faculty perspective, and the efficacy of involvement is especially recommended. With the results of this further research, attempts to provide a more equal education for all children will significantly increase the inclusion of students with disabilities. Future research should use a more diverse sample, involve academics and students, and emphasize the students’ experiences to get data from various perspectives and experiences.

Ethical consideration and consent

We realized that for this study, ethics approval is necessary. Research Ethics Committee (REC) of the University of Sharjah approved this study (Reference number: REC-21-09-22 (VERSION 2) on 10^th September 2022. All study participants were made aware of the research’s purpose and methodology. We followed specific methods to obtain consent from visually impaired participants. Before data collection, the appropriate consent form was presented orally to the participants. We also used an audio recording of the informed consent document. The guidance for obtaining and documenting informed consent for deaf participants was also followed for those who cannot read or write. Hearing-impaired participants may need an interpreter present. To ensure privacy and comfort, we selected interview environments that could provide a quiet, private space to make all participants feel comfortable and confident. We made sure that students with disability who participated in this study felt secure during the interview. To preserve confidentiality, we provided information about the aim and method of the research to all participants with written informed consent, and they were assured of anonymity and confidentiality. Participants in the study must be assured that their data is kept anonymous unless they give their full consent.

Short authors’ biography

Muhammad Arsyad Subu: Specialization: Mental health nursing. Research: Mental health nursing and nursing education. Richard Mottershead: Specialization: Mental health nursing. Research: Mental health interventions and social care needs. Ahmed Mahmoud Sallam: Specialization: Counseling psychology. Research: Students with disabilities, rehabilitation therapies. Jacqueline Maria Dias: Specialization: Oncology and geriatrics nursing. Research: Curriculum design and evaluation simulation & clinical teaching and learning. Janisha Kavumpurath. Specialization: Adult nursing. Research: Basic life support among adults. Fatma Refaat Ahmed. Specialization: Critical care and emergency nursing. Research: critical care nursing and critical care hematology nursing. Heba Hesham Hijazi. Specialization: Public health management and policy. Research: Quality of healthcare services, health policies, and utilization of healthcare services. Mini Sara Abraham: Specialization: Medical Surgical Nursing. Research: Nursing administration quality COPD. Alounoud Mohamed Al Marzouqi. Specialization: Health care management, quality, excellence. Research: Leadership & health information management. Vidya Seshan: Specialization: Maternal Health. Research: Women’s and Maternal Health. Shahd Mohammed Elabed: Health care management. Research: Management of infectious diseases. Ahmad Rajeh Saifan. Specialization: Emergency nursing education. Research: Diabetes in adults, emergency hospitalization. Syed Azizur Rahman. Specialization: Health care delivery system, public health, and health care evaluation. Nabeel Al-Yateem. Specialization: Pediatric nursing. Research: Children with chronic illness and school nursing care.