Examining Policies and Curricula for Managing Disability Diversity in Ethiopian Public Higher Education Institutions: A Mixed Methods Study

A growing body of research suggests that improving diversity management in general and disability diversity management (DDM) in particular techniques may be achieved by broadening an engaging policy & curricular inclusion. Nevertheless, there are either too few or none at all empirical research on the DDM policies and curricula used in Ethiopian public higher education institutions (HEls). The primary objective of this study is therefore, to examine and shed light on the DDM policies and curricula practices inside Ethiopian public HEls, with the aim of offering recommendations for their improvement. Vice academic presidents, student deans, instructors, disability center heads, and HEI students with disabilities (SWDs) were participated about the implementation of disability diversity-related policies and curricula in this study. The study conducted by means of mixed methods technique, using(N=247) and (N=32) respondents for the quantitative and qualitative data strands, respectively. A survey questionnaire, interviews, observation, and document analysis were the four methods used to collect the data. Even in an environment where policy is typically promising, the data demonstrate that insufficient DDM policy is being implemented. The way that the DDM-related curricula are still used does not meet the needs of the disability diversity problem of the twenty-first century.