Abstract:
This study explored the perceptions of students with disabilities (SWDs)
regarding access to digital library resources in Kenyan public universities.
Despite growing digitization in higher education, equitable access for SWDs
remains limited due to gaps in awareness, communication, and institutional
support. Guided by an interpretivist paradigm, the study adopted a qualitative, multi-method design involving interviews, observations, and
document analysis across six public universities. Data were analyzed
thematically to capture SWDs’ perceptions alongside insights from
university library staff and disability coordinators. The findings revealed
that while most universities have made progress toward digital inclusion,
many SWDs perceive existing digital library environments as insufficiently
accessible or responsive to their needs. Limited awareness of available
digital services, inconsistent communication mechanisms, and inadequate
personalized support were identified as major barriers. Institutional
practices were often reactive rather than systemic, with accessibility efforts
dependent on individual initiative rather than policy-driven accountability.
Nevertheless, positive perceptions emerged where libraries had integrated
accessibility helpdesks, conducted digital literacy training, and adopted
adaptive technologies aligned with Universal Design for Learning and
the International Classification of Functioning, Disability, and Health.
The study concludes that improving perceptions of digital library access
requires strengthening institutional awareness, inclusive communication, and sustainable support structures. It recommends that policymakers develop
accountability frameworks for digital accessibility, institutions establish
proactive accessibility systems, practitioners enhance communication and
training for SWDs, and researchers further investigate perception-based
barriers across diverse institutional contexts.
