Allow us in and handle us well: Lived experiences of differently-abled students of a selected Ghanaian TVET university.

Abstract

This research utilized a phenomenological approach grounded in the interpretivist framework to examine the academic and social experiences of students with disabilities at a Ghanaian Technical and Vocational Education and Training (TVET) university. Through targeted sampling, 20 detailed interviews were carried out with students at Nhyira Technical University, recognized as one of Ghana’s foremost institutions for admitting and graduating students with disabilities. Thematic analysis conducted with NVivo software uncovered a complex blend of resilience, inclusivity, and systemic obstacles. The results indicated that although participants shared positive experiences related to hands-on learning, peer support, and encouragement from individual lecturers, their academic paths were greatly affected by challenges, including a lack of sign language interpreters, exclusion from collaborative work, biased attitudes, and insufficient access to educational resources. Many experienced emotional and social challenges, especially during their transition to university life, expressing feelings of loneliness and being stigmatized. Support systems such as counseling and teaching modifications were discovered to be erratic and inadequate. However, peer connections, practical internships, and informal emotional assistance from lecturers were identified as crucial coping methods. Participants offered actionable suggestions such as university-wide sign language training, inclusive instructional strategies, increased availability of interpreters, enhanced counseling services, and better educational facilities. These findings underscore the critical need for institutional changes within Ghanaian TVET universities to promote inclusive education. Addressing these deficiencies through systemic, communicative, and pedagogical enhancements can improve the academic and social welfare of students with disabilities, ensuring equitable involvement and success in vocational and technical education. The study urges a stronger commitment to disability inclusion policies in higher education