Education (English)

[2L09] Inclusion in Higher Education: Exploring the Experiences of Nepalese College Students with Disabilities

*Bhuwan Shankar BHATT¹ (1. International Christian University, Tokyo)

キーワード：Inclusive Excellence , Students with Disabilities, Collective Interaction, Higher Education, Pedagogy

The aim of this study was to explore the experiences and understanding of inclusion among students with disabilities and stakeholders within the context of Nepalese higher education. The research questions, developed by the capability approach and inclusive excellence model, and critical aspects of the theories, sought to investigate the inclusion of individuals with disabilities. These questions considered policy, contextual, pedagogical, and collective capabilities (i.e., collective interaction) within the college environment. The study employed a mixed-methods approach, using quantitative and qualitative data to offer a descriptive exploration of inclusion experiences and to interpret their contexts. Data collection involved semi-structured interviews, closed-ended surveys, focus group discussions, and document analyses from a diverse group of participants. These participants comprised students both with and without disabilities, teachers, and administrators from two Nepalese public colleges. Findings revealed that the current understanding of inclusion within the college context is largely individualistic, focusing predominantly on enhancing capabilities for students with disabilities. However, some aspects of this focus were met with dissatisfaction by several participants, who advocated for a more collective approach to benefit all students and stakeholders. Notably, collective interaction was found to be positive among the stakeholders and rarely practiced, though data variations were observed. Furthermore, positive interactions were associated with active learning engagement and strong social bonds. Conversely, negative interactions were reported to hinder social closeness and disrupt classroom learning engagement, again with some statistical variations. This study concludes by advocating for a broader understanding of inclusive excellence within the public college context in Nepal and beyond. This expanded understanding should incorporate collective interaction, complementing the fundamental capabilities suggested by previous theories.