How universities can support students with disabilities

Universities play a vital role in fostering knowledge, innovation and inclusivity. However, for students with disabilities, accessing higher education can be daunting without adequate support systems.

Prof. Ruth Nalumaga, a librarian at Makerere University with a bachelor’s degree in library and information science, says there is a need for universities to adjust their facilities, resources, and policies to ensure equitable access for students with disabilities.

She says it is only through comprehensive support and inclusive strategies that universities can create an environment where every student has the opportunity to thrive.

Universities rely on libraries as hubs of knowledge, and for students with disabilities, libraries can either be gateways to academic success or significant barriers.

Nalumaga says a university library must be designed in a way that accommodates students with different impairments — be it visual, auditory, physical or cognitive.

One of the key steps to making libraries inclusive is the adoption of assistive technologies.

“Libraries should ensure that they have accessible formats for all kinds of students, such as Braille materials, audiobooks and e-books that can be navigated using screen readers,” Nalumaga adds.

With advances in technology, libraries can provide screen magnifiers, text-to-speech software, and digital platforms that allow students with visual impairments to easily access academic resources.

For students with hearing impairments, universities should offer captioned video content, sign language interpretation services, and hearing loops in study areas where lectures or group discussions are held. 

Nalumaga says: “Offering assistive listening devices and ensuring that audio resources are supplemented with written formats is essential for these students.”

She further emphasises the importance of physical accessibility within the library. Ramps, wide aisles and elevators must be standard in every library. Additionally, seating arrangements should include adjustable-height desks and specialised furniture to accommodate students with mobility challenges.

“It’s not enough to have resources in place, the physical layout must also be designed with accessibility in mind,” she says.

“Universities should invest in equipment that allows students to participate fully in academic activities,” Nalumaga adds.

Students with cognitive impairments often benefit from apps or devices that support memory, organisation and focus. These may include note-taking apps and software that breaks down complex tasks into manageable steps.

“Providing access to such tools can enhance learning outcomes for students who might otherwise struggle to keep up with the demands of higher education,” she says.

Beyond just providing equipment, Nalumaga says universities must take a holistic approach to inclusivity by creating an environment that supports the diverse needs of students with disabilities.

This begins with a strong institutional commitment to inclusion at all levels, from policy-making to day-to-day operations.

Universities should have a comprehensive disability services office that serves as a one-stop centre for students with disabilities to access the accommodations and support they need.

“It is essential for students to have a place where they can easily request accommodations, whether it be extra time on exams, note-taking assistance, or access to specialised equipment,” Nalumaga says.

In addition, the staff should undergo regular training on disability awareness and inclusion.

“Professors should be trained not only in the technical aspects of accommodating students with disabilities, but also in fostering an inclusive atmosphere in the classroom,” Nalumaga advises.

This might include adopting universal design for learning principles, which aim to make learning accessible to all students by providing multiple ways to engage with content, demonstrate knowledge, and participate in class.

For instance, lectures can be recorded and made available online, so that students with disabilities can review the material at their own pace.

“Simple measures like providing lecture notes in advance or offering alternative forms of assessment can go a long way in ensuring that all students, regardless of their disabilities, can succeed,” Nalumaga says.

When discussing specific disabilities, Nalumaga emphasises the need for targeted solutions. For students with visual impairment, the availability of tactile learning materials, such as raised maps or tactile diagrams in science-related fields is crucial.

“Many universities overlook the importance of tactile resources, which can be particularly helpful in subjects like geography or biology,” she says.

Students with cognitive disabilities may require additional support in time management.

Nalumaga encourages universities to provide access to academic mentors, peer support groups, and mental health services that are tailored to students with learning disabilities.

“Universities should ensure that students are supported both academically and emotionally, as higher education can be an overwhelming experience for many,” she says.

Nalumaga also sees a future where technology plays a more integral role in making education accessible to students with disabilities, particularly through the use of online learning platforms.

“E-learning offers immense potential for making higher education more accessible. Universities should provide all content in accessible digital formats, and ensure that their platforms are compatible with the assistive technologies students are using,” she says.

Shamim Nampijja, a gender and disability rights expert, says one of the main challenges in ensuring accessibility is the financial burden that comes with investing in specialised equipment and retrofitting buildings to accommodate students with disabilities.

“Accessibility should not be seen as a luxury, but as a fundamental right. Universities must prioritise this in their budgets,” she says.

Collaboration with government agencies, non-profit organisations, and the private sector can help alleviate some of these financial constraints.

For example, she says the library services and facilities at Makerere University have significantly evolved to meet the diverse and ever-changing needs of its users, particularly those with special needs. Some of the services can be accessed physically, while others are available online, enhancing accessibility across the board.

Dr Miriam Kakai, the head digitisation section at Makerere University, says their library has set up a dedicated computer lab equipped with assistive technology such as JAWS software, which reads text aloud for blind users.

She says the library subscribes to audio-friendly databases where students can listen to articles, and also to visual databases like JOVE, which provide video content with text captions to assist students with visual and hearing impairments.

Victo Nalule, a student at Makerere, says she is happy that the university is embracing innovations for people with disabilities.

“Let’s appreciate what people with disabilities do and support them in their respective innovations.” 

Kyambogo

Eliz Nassali, the head librarian at Kyambogo University, says the university library has two key sections. One at the west-end of the university and another at the faculty of special needs and rehabilitation. It supports the university’s mission to enhance access to information resources for quality education. 

UCU

Martin Kubanja, an assistant lecturer at Uganda Christian University (UCU), says the university supports students with disabilities both academically and in their wellbeing.

He adds that lecturers are informed of students’ needs during orientation, allowing special attention to be given. To assist students, they built ramps and reserved ground-floor rooms for easier access.

Soroti

Juma Hassan Nyene, the spokesperson of Soroti University, says they have made efforts to provide facilities for all students with disabilities. He emphasised the belief in equality for everyone, despite the different challenges individuals may face.