Assessing the Impact of Educational Infrastructural Support Systems on the Inclusion of Students with Disabilities in Kenyan Public Universities

The inclusion of Students with Disabilities (SWDs) in higher education is a critical metric of social justice and alignment with Sustainable Development Goal 4. While legislative frameworks in Kenya mandate inclusive education, the extent to which physical and technological infrastructure facilitates or hinders academic participation remains under-explored. Objective: This study investigated the influence of educational infrastructural support systems on the educational inclusion of SWDs in public universities in Kenya. Methodology: Adopting a pragmatic research philosophy, the study utilized a cross-sectional survey design across six chartered public universities. Data were collected from 318 SWDs using structured questionnaires and triangulated with semi-structured interviews with disability coordinators and observational audits. Descriptive statistics and simple linear regression analysis were employed to test the relationship between infrastructure availability and inclusion. Results: The study established a statistically significant positive relationship between educational infrastructure and inclusion (β=.357,p<.001). However, the overall availability of essential infrastructure was critically low (Composite Mean = 2.01). Specific deficits were identified in alternative transportation, affordability of assistive technology (AT), and access to non-classroom facilities. Qualitative data highlighted a dichotomy between modern, accessible facilities and historic buildings that remain exclusionary. Conclusion: While infrastructure acts as a significant predictor of inclusion, current provisions are inadequate to meet the diverse needs of SWDs. The prevailing environment creates physical barriers that contravene the Social Model of Disability, shifting the locus of disability from individual impairment to institutional failure. Implications: The findings necessitate a paradigm shift from piecemeal adjustments to Universal Design principles in university infrastructure planning. Policy interventions must prioritize the retrofitting of legacy buildings and the subsidization of assistive technologies.

Educational Inclusion, Students with Disabilities, Public Universities, Kenya, Infrastructural Support, Assistive Technology, Accessibility.

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