Accessibility in an Inclusive Academic Environment: The Case of Takoradi Technical University

This study examines the extent to which Takoradi Technical University (TTU) in Ghana has achieved an inclusive academic environment for students with disabilities. Despite Ghana's commitment to inclusive education and various policies supporting persons with disabilities (PWDs), there remains a significant research gap regarding the practical implementation and effectiveness of these policies at the university level. This research addresses this gap by evaluating TTU's accessibility measures and support services. The study employs a phenomenological approach to explore the lived experiences of students with disabilities, faculty, and staff at TTU. It investigates the alignment of TTU’s practices with national and international inclusive education policies, such as the Persons with Disability Act (715) and the United Nations Convention on the Rights of Persons with Disabilities. The research focuses on three main objectives: identifying the teaching and learning needs of disabled students, assessing the accessibility of TTU's built environment, and evaluating the satisfaction of students with the available support services. Data were collected through qualitative interviews with 28 participants, including students with disabilities, lecturers, and support staff. Findings reveal that TTU has established various support services, including sign language interpretation, e-learning support, and assistive devices. However, students reported inadequacies in these services, citing needs for additional support such as braille services and extended examination time. Furthermore, the built environment at TTU was found to be largely inaccessible to students with physical disabilities, leading to widespread dissatisfaction among the student body. The study highlights that while TTU has made commendable efforts in providing institutionalized support for disabled students, significant gaps remain in service adequacy and physical accessibility. The findings underscore the need for enhanced strategies to improve inclusivity at TTU and similar institutions, aligning practical implementations with policy frameworks to better serve students with disabilities