Navigating the Academic Journey: Narratives of University Students with Physical Disabilities

This qualitative narrative study explored the academic journeys of university students with physical disabilities, with focused on the experiences before entering university, experiences during higher education, and aspirations after graduation. The study was guided by a constructivist-interpretivist perspective and used narrative inquiry to examine how participants made meaning of their educational experiences. Seven university students aged 19–23 years from a private Catholic university in the Negros Island Region participated through purposive sampling. Data were generated through individual narrative interviews and analyzed through narrative procedures involving collection, reconstruction, interpretation, and representation of participants’ stories. Three overarching phases emerged: Pre-University Experiences, During-University Experiences, and Post-University Aspirations. Pre-university narratives emphasized early educational experiences, family support and expectations, and social inclusion and discrimination. University narratives centered on academic adjustments and accommodations, relationships with faculty and peers, and campus accessibility and support services. Post-university narratives highlighted career expectations, advocacy for disability inclusion, and personal growth. Across the narratives, disability was experienced not only as a matter of physical functioning but also through interactions with educational environments, social attitudes, institutional practices, and available support. Participants described barriers involving mobility, transportation, inaccessible facilities, stigma, and concerns about judgment, while also describing supportive families, accommodating faculty, helpful peers, and opportunities for self-advocacy and growth. The findings indicate that inclusive higher education requires more than physical access; it also requires responsive academic practices, supportive relationships, meaningful participation, student voice, and preparation for life beyond graduation.