Campus Climate for Disability Diversity Management in Ethiopian Public Higher Education Institutions

ABSTRACT This study investigates the current state of disability diversity in Ethiopian public higher education institutions (HEIs) by analyzing perceptions of inclusivity, awareness of disability management, and the effectiveness of related policies. Employing a mixed‐methods approach, data were gathered through surveys and interviews involving students, faculty, and administrative staff. The results reveal significant challenges: a low perceived inclusivity with mean scores ranging from 1.84 to 2.32 on a 5‐point scale, highlighting an unwelcoming campus environment for students with disabilities. Key findings indicate inadequate support services, insufficient faculty training, and limited awareness of existing policies. These challenges align with similar issues faced in other developing nations, yet starkly contrast with conditions in more affluent countries. This study underscores the urgent need for Ethiopian HEIs to enhance their disability management practices, improve faculty training, and increase the visibility of support services. By connecting to global frameworks such as the Sustainable Development Goals (SDG 4: Quality Education) and the Convention on the Rights of Persons with Disabilities, this study advocates for strategic improvements that foster a truly inclusive academic environment for all students.