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dc.contributor.authorAdeke, Ester
dc.date.accessioned2020-12-04T06:56:53Z
dc.date.available2020-12-04T06:56:53Z
dc.date.issued2014-11
dc.identifier.citationAdeke, Ester(2014)The University Based Factors and Quality of Service Delivery to Students Living with Disabilities in Higher Education Institutions: A case of Kyambogo Universityen_US
dc.identifier.urihttps://hdl.handle.net/20.500.12305/985
dc.description.abstractThe study investigated the university based factors and quality of service delivery to students living with disabilities at Kyambogo University. The study was based on the following research objectives; to establish the extent to which accessibility contributes to the quality of service delivery to the disabled students at Kyambogo University, to establish the extent to which curriculum has contributed towards quality of service delivery to disabled students at Kyambogo University and to establish the extent to which staff capacity contributes towards quality of service delivery to the disabled students‟ at Kyambogo University. The study employed a case study design and both quantitative and qualitative approaches. In total, a sample of 125 respondents was chosen who included administrators, technical staff, non technical staff and disabled students. The data collection methods used were questionnaires and interviews. Data was analyzed using Pearson correlation coefficient and regression analysis. The study findings revealed that there is a positive significant relationship between accessibility and quality of service delivery, there is a positive significant relationship between curriculum and quality of service delivery and lastly staff capacity and quality of service delivery to students with disability in KYU is positively significantly related. It was concluded that: (i) Kyambogo University still has a problem given the fact that some buildings are not accessible to students with disabilities. Some students have not been able to access information given the delay in feedback, and also some information put on notice boards is not accessible given the fact that notice boards are crowded all the time. Some of the vital information on notice boards is removed before the PWDs can access it. Lecturers are conducted in crowded classes that make it uncomfortable to students with disabilities to access. (ii) The curriculum does not cater for people with disabilities and needs to be adjusted; some courses have contents that don‟t suit the PWDs in this sense. The lecturers use a style of teaching that does not favor the impaired; the absence of brailles has worsened the whole situation. (iii) Some of the KYU staff members lack the expertise in handling PWDs and therefore are not trained on how to deal with students with disabilities.. The students complained of not receiving enough guidance from lecturers. It was recommended that (i)There is need to improve on the infrastructure (roads, buildings) electronic devices (modern ones e.g internet services with jaws programmes for the blind, buildings with loop systems for the deaf. KYU should employee the visual impaired person responsible for braille Many times the students meet the costs of the services rendered to them by guides and interpreters. (ii) The curriculum should be adjusted to suit some learners with visual impairments by removing some contents in the courses taught that don‟t favor the visually impaired. (iii) Lecturers should get sufficient training on how to handle and deal with the PWDs in class. And lastly, there is need to train the staff on how to handle students with disabilities. Staff training on overall school inclusion plan should be high on the list of needs as well.en_US
dc.language.isoenen_US
dc.publisherUganda Management Instituteen_US
dc.subjectUniversity Based Factorsen_US
dc.subjectQualityen_US
dc.subjectService Deliveryen_US
dc.subjectStudents Livingen_US
dc.subjectDisabilitiesen_US
dc.subjectHigher Education Institutionsen_US
dc.titleThe University Based Factors and Quality of Service Delivery to Students Living with Disabilities in Higher Education Institutions: A case of Kyambogo Universityen_US
dc.typeThesisen_US


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