Key points are not available for this paper at this time.
Purpose Using the social model of disability and social cognitive theory, this study aims to examine Students With Disabilities (SWDs) and facilities accessibility to dismantle exclusion in achieving Sustainable Development Goal 4. Design/methodology/approach Three sets of data were collected for the study, first, detailed inventory and actual measurements of basic accessibility to infrastructure (ramp, staircases, handrails, drop-kerb and toilets), estimating barriers and breakers and checking conformity with The Americans with Disabilities Act (ADA) Accessibility Guidelines (ADAAG) standards. Second, perceptual data was collected from SWDs through questionnaire administration on 56 SWDs based on consent and willingness to partake in the survey, and finally, 5 key informants were selected for interview. Data collected were analyzed using mean index, cross-tabulation and content analysis. Findings The study revealed that accessibility to buildings and facilities is a major problem faced by SWDs within the campus, and this is attributed to insufficient provision of facilities such as ramps, drop kerbs, tactile, traffic/auditory signals, crossing aids in the campus physical environment. Also, no building on campus is disability friendly, with barriers such as step and stair landings, circulations and narrow corridors within the campus buildings and no provision for disabled priority seating, toilets and elevators among others. These accessibility limitations contribute greatly to the disadvantage and marginalization faced by SWDs, leading to deprivation and exclusion. Practical implications Creating an inclusive environment, especially for SWDs, requires access to adequate and standard barrier-free facilities within university campuses. These barriers create accessibility limitations and contribute greatly to the disadvantage and marginalization faced by SWDs, leading to deprivation and exclusion, in the form of fatigue, restriction from educational opportunities, frustrations and hinder the right to freedom of movement, unequal participation and lack of access to various facilities such as health. Hence, disabled-friendly design components play a vital role in creating inclusion within the campus environment. Originality/value The study focuses on the minority and less privileged students whose voices and fundamental human rights have been trampled upon indirectly through exclusion in policy formulation. This has to a large extent hampered their access to public buildings such as classrooms and libraries, which may transcend to affecting their academic excellence. A study of this nature aimed at breaking exclusion for proper accessibility to school infrastructure, which will aid the achievement of SDG4.
Agbabiaka et al. (Fri,) studied this question.