Purpose: This qualitative study examines the experiences of both disabled and non-disabled individuals within a university setting, illuminating their unique challenges and underscoring the necessity for more inclusive practices. Material and method: Insights were gathered from 28 participants, including 12 diagnosed and 16 non-diagnosed individuals, during the "1st Barrier-Free Afternoon Tea Event." Semi-structured interviews were employed to reveal the shared and distinct barriers faced by both groups. Results: Individuals with disabilities primarily struggled with physical accessibility issues, while non-disabled participants expressed concerns regarding social adaptation and transportation difficulties. Notably, both groups reported communication challenges with administrative staff, albeit in different ways. Disabled individuals highlighted the need for enhanced academic services and improved campus accessibility through dedicated support units. In contrast, non-disabled participants sought broader university support and a wider range of activities. Conclusion: The study notably highlighted a shared willingness among both groups to contribute their unique talents towards fostering a more inclusive environment. This finding underscores the critical importance of comprehensive and inclusive approaches in higher education. By implementing these changes, universities can create a welcoming and equitable learning environment that embraces the diverse experiences and contributions of all community members.
Sığırtmaç et al. (Wed,) studied this question.
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