Abstract:
This research explores the role of higher education managers in improving disability inclusion in public universities in Ethiopia. Inclusiveness in Higher Education aims to cater for diverse learners' needs by promoting culturally relevant pedagogy and reducing negative stereotyping, and by ensuring equal opportunities for students with disabilities. Ethiopia's higher education system faces challenges such as accessibility for disabled students, physical barriers, inadequate materials, and rigid assessment procedures, which hinder poverty reduction and sustainable development. Despite global and national commitments to inclusive education, there is an implementation gap in higher education, particularly regarding the role of university managers in promoting inclusion. Although previous research focused on inclusive curricula and student experiences, there is limited empirical analysis of how managers in Ethiopian public universities perceive and enact inclusiveness. This study provides evidence on the relationship between managerial perceptions and institutional practices, highlighting how leadership attitudes can facilitate or hinder inclusive outcomes in low-resource contexts. The study used a mixed-method design that combined quantitative and qualitative data, inclusive education theory, and system and contingency theories to analyse the inclusion of students with disabilities. Mixed-method research employs pragmatism, a flexible paradigm that integrates quantitative and qualitative data, aiming to provide practical outcomes and solutions for a comprehensive understanding of the real world. The study examined a sample comprising ten public universities in Ethiopia, including two university presidents, two deans, two disability center coordinators, fifty department heads, one hundred and twelve faculty members, and one hundred and sixty-two students. The selection process used simple random, systematic and quota sampling techniques to ensure representative participation among the specified groups. Data were collected using multiple instruments, including questionnaires, interviews, and document analysis, to obtain quantitative and qualitative data. The study used SPSS Version 26 to analyze quantitative data through questionnaires, frequency distribution tables and cross-tabulations, while qualitative data was examined using thematic analyses supported by ATLAS.ti 24 for a comprehensive investigation. This study highlights that inadequate perceptions of disability inclusion in Ethiopian public universities hinder inclusive education and academic success. It emphasizes the necessity for effective inclusive policies, highlighting gaps in both commitment and implementation due to governance issues. The study identifies that Ethiopian public universities face challenges in providing inclusive education due to a lack of staff awareness and misconceptions. It advocates institutional reform, increased funding, improved support systems, and stronger advocacy for inclusion. Recommendations include regular assessments by the Ministry of Education on disability and inclusion, the establishment of dedicated units for accountability, and the alignment of university policies with ministry frameworks. Adequate funding and prioritizing disability-focused strategies are essential for managing ongoing challenges in inclusive education.
