Influence of Quality Assurance Practices on the Academic Experiences of Students with Disabilities: The Case of University of Cape Coast, Ghana.

Abstract

Ratification of international conventions on the right of persons with disabilities over the past decades, has led to increased matriculation of students with disabilities in higher education. This has strengthened the need for quality assurance practices to be inclusive. The purpose of this study is to explore the extent to which quality is the extent to which quality is the extent to which quality is the extent to which quality is the extent to which quality is the extent to which quality is the extent to which quality is the extent to which quality is the extent to which quality is the extent to which quality is the extent to which quality is assuredassuredassured for student with disabilities in for student with disabilities in for student with disabilities in for student with disabilities in for student with disabilities in for student with disabilities in for student with disabilities in for student with disabilities in the University of Cape Coast. the University of Cape Coast. the University of Cape Coast. the University of Cape Coast. the University of Cape Coast. the University of Cape Coast. the University of Cape Coast. the University of Cape Coast. the University of Cape Coast. the University of Cape Coast. the University of Cape Coast. the University of Cape Coast. Teaching and learning, student support services, physical infrastructure and facilities were used as a quality assurance practices to explore the extent to quality is assured for students with disabilities. Purposive and convenient sampling methods were used to sample Fifteen (15) students with disabilities and five (5) Directorates of the University. The findings revealed that whiles the University’s Quality Assurance policy (QAP, 2010) has largely assured the quality of teaching and learning, student support services, physical infrastructure and facilities to enhance the academic experiences of students with disabilities; students still encounter attitudinal, technical, structural and administrative challenges when accessing these services and facilities. The above challenges serve as barriers to their full inclusion and participation on campus. It is recommended that periodic orientation is organised for lecturers on the appropriate adaptations, accommodation and modifications needed to ensure teaching and learning.teaching and learning.teaching and learning.teaching and learning.teaching and learning.teaching and learning.teaching and learning.teaching and learning.teaching and learning.teaching and learning. Again the University should ensure that pavements and walkways are free of obstacles in order to avert injuries and enhance the mobility of disability students.