Bridging Policy and Practice: Evaluating Government Initiatives for Equal Information Access for Students with Physical Disabilities in Kenyan Universities

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.