Abstract:
Equal access to information is essential for inclusive higher education
and academic success among students with physical disabilities (SWPDs).
In Kenya, comprehensive policies, legal frameworks, and funding
mechanisms exist to promote accessibility; however, their practical
effectiveness remains unclear. This study evaluated government-led
initiatives, including policies, funding, digital accessibility standards, and
monitoring mechanisms, and their impact on SWPDs’ access to information
in four universities representing public–private and urban–rural diversity:
University of Nairobi, Alupe University, Mt. Kenya University, and Tangaza
University. Guided by a pragmatist paradigm, a sequential explanatory
mixed-methods design was adopted. Quantitative data were collected from
105 SWPDs using structured questionnaires, while qualitative insights
were obtained through in-depth interviews with 28 SWPDs and eight
institutional staff (disability coordinators and registrars). Stratified random
sampling was used for SWPDs, and purposive and census sampling for
institutional staff. Quantitative data were analyzed using descriptive and
inferential statistics, and qualitative data were thematically analyzed.
Findings indicate moderate awareness of government initiatives (61.9%)
but low perceived effectiveness (22.8%). Qualitative results revealed
fragmented policy dissemination, underutilized funding, weak monitoring,
inconsistent institutional implementation, and limited staff capacity,
highlighting a persistent policy–practice gap. The study concludes that
policies alone are insufficient to ensure equitable information access.
Effective implementation requires targeted funding, strengthened
institutional capacity, continuous staff training, and robust monitoring.
Implications include the need for policymakers, university administrators,
and disability advocates to coordinate strategies that translate legislative
commitments into tangible improvements, ensuring meaningful academic
participation for SWPDs.
