article · Disabilities
High-school learners with disabilities in Ethiopia, Ghana, and South Africa face significant obstacles alongside limited supportive experiences in their education. A participatory study involving 58 youth with motor, hearing, and visual impairments examined their experiences through focus groups. Findings categorise these into psychosocial influences, classroom conditions, and personal agency strategies that learners deploy to cope with daily difficulties. Although participants identified some positive aspects, exclusionary practices remain widespread. Education was hindered by inaccessible communication, negative social attitudes, inadequate learning resources, and exclusion from school activities. Addressing these barriers and tackling discriminatory practices is essential to foster a sense of belonging, improve educational inclusion, and expand opportunities for broader social participation for youth with disabilities across secondary schooling.
Access to secondary education is essential for future livelihoods, yet youth with disabilities frequently encounter structural exclusion in classrooms. Understanding the daily challenges they face, alongside their personal coping strategies, assists educators, school administrators, and policymakers in creating supportive environments. Eliminating negative attitudes and communication barriers ensures that learners with disabilities can participate equitably in education and wider community life.
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Youth with disabilities have limited opportunities to participate in education. This study explored barriers and facilitators to educational success experienced by high-school students with disabilities in Ethiopia, Ghana, and South Africa. This participatory research involved youth with disabilities as core members of the research team. Participants were 58 youths with motor, hearing, and visual impairments (25 females and 33 males, aged 16 to 33) who took part in focus group discussions at one of the three sites. The research team analysed transcribed digital audio recordings using reflexive thematic analysis. Three themes emerged that reflect the mixed experiences of high-school learners, namely: 1. Psychosocial factors that influence learners’ learning. 2. Classroom factors that influence learners’ learning. 3. Personal agency strategies that learners develop to manage challenges. While the findings highlight some enabling experiences for learners with disabilities, they predominantly illustrate exclusionary practices and restrictions in high-school education for youth with disabilities. Their learning was negatively affected by exclusion from activities, others’ attitudes, inaccessible communication, and limited resources. We emphasise a critical need to address discriminatory practices and attend to factors that can enhance belonging and inclusion of youth with disabilities in education, leading to enhanced opportunities for social participation.
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DOI: 10.3390/disabilities6050073
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