Appraising The Lived Experiences of Mobility-Impaired Students in Kenyan Private Universities

Abstract

This study appraised the lived experiences of mobility-impaired students in Kenyan private universities, addressing barriers to accessibility, institutional support systems, and social integration challenges. The research objectives were to determine barriers facing mobilityimpaired students, examine institutional inclusion policies and support facilities, and assess the level of social inclusion and integration in campus life. The study was grounded in the Social Model of Disability, supported by Universal Design for Learning (UDL) theory and Narrative Theory, which highlighted structural barriers, inclusive teaching design, and amplified student voices through personal narratives. The research was conducted across 10 privately chartered universities in Kenya, with a purposively sampled population of 50 mobility-impaired students representing 88% of the total population in these institutions. A qualitative descriptive research design was employed to capture the complexities of student experiences in their natural contexts. Semi-structured interviews served as the primary data collection method, supplemented by field observations and institutional document analysis. Data was analyzed thematically using NVivo software to identify patterns and emerging themes from participant narratives. The findings revealed that mobility-impaired students faced significant physical barriers including inaccessible infrastructure, inadequate assistive technologies, and limited transportation facilities that substantially impacted their academic performance and campus participation. Institutional inclusion policies were poorly implemented, creating disparities between policy intentions and practical realities. Students experienced inconsistent support services, with some universities providing disability offices and coordinators while others relied on informal arrangements. Social integration remained problematic, with students reporting frequent experiences of marginalization, stigma, and limited opportunities to participate in extracurricular activities and decision-making processes. Cultural attitudes toward disability, combined with inadequate sensitization programs, perpetuated exclusionary practices. However, some positive practices emerged, including peer support networks and technology-enabled participation platforms. The study recommends strengthening disability-inclusive policies through proper implementation and adequate resource allocation, investing in accessible infrastructure upgrades including ramps, elevators, and adaptive technologies, and implementing comprehensive sensitization programs for faculty, staff, and students. Universities should mainstream disability inclusion into strategic planning and budgeting processes, establish robust monitoring systems for policy implementation, and create formal advocacy channels for students with mobility impairments. The research contributes to understanding disability inclusion in African higher education contexts and provides evidence-based recommendations for improving accessibility and inclusion in Kenyan private universities. The findings emphasize that meaningful inclusion requires systemic transformation beyond mere policy formulation, encompassing infrastructure development, cultural change, and sustained institutional commitment. Keywords: Private universities, mobility impairment, higher education accessibility, social inclusion, disability policies, Kenya.