The Lived Experiences and Meaning of Being a Student with Physical Disabilities at an Open Distance Learning University

Abstract

Open distance learning (ODL) has emerged as a viable alternative to traditional classroom-based education, offering flexibility and accessibility to diverse learners. However, the experiences of students with physical disabilities in ODL environments remain understudied. This qualitative study explored the lived experiences of students with physical disabilities as they navigate the challenges and opportunities presented by ODL at a large university. Through semi-structured interviews with 15 students with physical disabilities, this study delved into their unique perspectives, coping strategies, and support systems. Thematic analysis of the interview data reveals several key themes, including the importance of accessibility, the role of assistive technologies, the need for inclusive course design, and the significance of peer and instructor support. The findings highlight the resilience and determination of these students as they overcome barriers to their education. However, the study also uncovered areas where ODL institutions could improve their practices to accommodate and support students with physical disabilities better. By shedding light on the lived experiences of this often-overlooked group of learners, this study contributes to the growing body of knowledge on inclusive education in ODL contexts. The insights gained from this research can inform the development of more accessible and equitable ODL environments, ultimately benefiting all students, regardless of their abilities.