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The research aims to transform accessibility interventions in Kenyan universities into integrated systems for students with physical disabilities.

From fragmentation to inclusion: advancing ergonomic and digital accessibility for students with physical disabilities in Kenyan universities

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The research aims to transform accessibility interventions in Kenyan universities into integrated systems for students with physical disabilities.
Qualitative, multi-site design involving four Kenyan universities.
Data collection through semi-structured interviews and observations in libraries and learning environments.
Thematic analysis to identify patterns in accessibility practices and institutional strategies.
Accessibility interventions are fragmented and inconsistently implemented across universities.
University of Nairobi and Mount Kenya University show stronger policy and support compared to Alupe and Tangaza universities.
Challenges include weak integration of assistive technologies and inadequate staff capacity related to universal design principles.

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Qualitative study examines integrated accessibility systems for students with physical disabilities, highlighting practical frameworks for inclusion.

Maina et al. (2026) studied this question.

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Qualitative study examines integrated accessibility systems for students with physical disabilities, highlighting practical frameworks for inclusion.