Lived Experiences Of Social Inclusion And Exclusion Of Blind Students In Addis Ababa And Debre Berhan Universities A Phenomenological Study

The purpose of this study was to explore and describe the lived experiences of social inclusionrnand exclusion amongst blind students (4 males and 4 females) who were pursuing theirrnundergraduate studies at Addis Ababa and Debre Berhan Universities. Purposive samplingrntechnique was used to select the participants. To collect data, semi-structured interview guidernwas employed. The data were analyzed utilizing Colaizzi‟s descriptive phenomenologicalrnanalysis framework. The analysis resulted in the following major findings: Equal access to basicrnstudent services and facilities (uniqueness being recognized), and access to personalized supportrnservices (feeling respected and access to physical interaction) represent participants‟rnexperiences of social inclusion. Also, isolated campus-living, being ignored, non-participation inrnextracurricular activities, limited access to friendships, being Othered (typified as aggressive inrnnature, perceived as often complaints and treated as academically weak), and classroomrnmarginality (sidelined teaching and favoritism classroom interaction) consisted of theirrnexperience of social exclusion. Moreover, social challenges (peers‟ stereotypes and prejudices,rnand teachers‟ reluctance), physical challenges (unfriendly physical spaces and buildings), andrninstitution-related challenge (inaccessible ink-print information and notices) were challengingrnexperiences of participants as having contributed to social exclusion. The findings can bernsummarized as that blind students were experiencing both social inclusion and exclusion in thernsame classrooms and campuses. These findings have vital implications for trainings, educationalrnpractices and policy formulations. Based on the major findings, the following 4 conclusions wererndrawn: (a) higher education institutions selected for the study are not barrier-free and that theyrnare not fully welcoming for blind students; (b) blind students are not truly accepted for real peerrn(social) integration, and (c) classrooms and campuses of the selected institutions are not socialrnexclusion free environments, and (d) the teaching-learning activities of classroom teachers whorntaught 8 blind students lack inclusivity. Finally, the following strategies were suggested tornaddress social exclusion and thereby enhance the social inclusion of blind students in thernclassrooms and campuses of both public universities: Disability awareness creation, social skillsrntraining, trainings on inclusive teaching practices and formulating accessibility policy

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