Inclusive Learning Environment for Students with Disabilities at the University of Dhaka: Challenges and the Way Forward

This study examines the experiences of students with disabilities in relation to accessibility, institutional provisions, participation, support systems, and inclusion. It employs the Social Model of Disability, the Capability Approach, and the Theory of Social Inclusion to analyze barriers, opportunities, participation, recognition, and the lived experiences of students within the university environment. It uses a qualitative method to guide the whole discussion. A total of 18 in-depth interviews were conducted to collect data from students with disabilities, non-disabled students and key informants. The questions were semi-structured, and ethical consideration was a top priority. The data underwent thematic analysis to identify patterns and themes related to accessibility, institutional support, participation, and inclusion. The findings suggest a significant gap between claims and functions. Poorly working infrastructure and insufficient support are the causes that create gaps. Though, non-disabled students perceive the environment as inclusive from the surface, the students with disabilities think otherwise. The study identifies “accessibility theatre,” and it suggests that the facility is symbolically existent and functionally lacking. Moreover, most of the policies lack inclusiveness and proper implementation which needs to be addressed seriously. Additionally, the study suggests dignity as the key factor and it should be preserved by any means to form an inclusive learning environment. Alongside, both the physical and digital infrastructure in University of Dhaka need to be redesigned in an inclusive format. Lastly, the emotional burden and vulnerability of women were addressed as key issues which needed to be prioritized to form a better learning environment. It concludes with emphasizing policy implementation and greater inclusion of voices of the students with disabilities.