Access to Higher Education in Ghana: Examining Experiences through the Lens of Students with Mobility Disabilities

Autor/inn/en	Braun, Alisha M. B.; Naami, Augustina
Titel	Access to Higher Education in Ghana: Examining Experiences through the Lens of Students with Mobility Disabilities
Quelle	In: International Journal of Disability, Development and Education, 68 (2021) 1, S.95-115 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Braun, Alisha M. B.) ORCID (Naami, Augustina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2019.1651833
Schlagwörter	Access to Education; Student Experience; Students with Disabilities; Physical Disabilities; Physical Mobility; Accessibility (for Disabled); Barriers; Structural Elements (Construction); College Students; Young Adults; Males; Public Colleges; Risk; Safety; Emotional Response; Academic Achievement; Academic Freedom; Inclusion; Human Dignity; Student Attitudes; Photography; Foreign Countries; Ghana + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Studienerfahrung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Physical handicap; Körperbehinderung; Accessibility; Zugänglichkeit; Collegestudent; Young adult; Junger Erwachsener; Male; Männliches Geschlecht; Risiko; Sicherheit; Emotionales Verhalten; Schulleistung; Akademische Freiheit; Inklusion; Menschenwürde; Schülerverhalten; Fotografie; Ausland
Abstract	This article examines the experiences of students with mobility disabilities accessing higher education institutions in the Accra metropolis of Ghana. To capture the accessibility issues that people with disabilities encounter in their daily lives as postsecondary students first hand, this study used PhotoVoice methodology, which uses a combination of photographs and corresponding narrations. Themes identified in the photographs and narrations highlight the emotional and academic impact of participant encounters with an inaccessible postsecondary environment. Implications for policy and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01