ASSESSMENT OF THE ACCESSIBILITY OF STUDENTS WITH SPECIAL NEEDS AT TIKRIT UNIVERSITY

Abstract

Background:  Students  with  disabilities  face  significant  challenges  in accessing  higher  education,  particularly  in  countries  with  limited infrastructure and policy support.
Accessibility barriers include inadequate physical infrastructure, lack of assistive learning tools, and social stigma, which can negatively impact academic performance and student well-being. Tikrit University, one of Iraq’s  major  academic  institutions,  has  not  been  extensively  studied regarding its accessibility for students with special needs. Identifying these challenges is crucial to developing effective solutions and fostering an inclusive educational environment.
Subjects and Methods: A cross-sectional study was conducted at Tikrit University from March 1, 2024, to February 1, 2025. A total of 149 students with  disabilities  participated, representing  various  faculties.  Data  were collected through an online structured questionnaire, covering aspects such as mobility, access to learning materials, academic support, and social inclusion. Data analysis was performed using Microsoft Excel 2020 and SPSS version 27.
Results: Among the 149 participants,  The majority of participants are between 18-23 years old (82%), with a mean age of 30 years (range: <18 to ≥33).  44%  of  participants  are  male,  and  56%  are  female.  97%  of participants are undergraduates, while only 3% are postgraduates. 62% of participants  live  with  their  families,  26%  live  in  government  student housing, and 12% in private student housing. 36% have motor impairments, 58%  have  visual  impairments,  and  6%  have  hearing  with  speech impairments.  32% of participants feel ashamed to show their disability, while 69% do not.
Conclusions: The study highlights significant accessibility challenges at Tikrit University, particularly in infrastructure, academic resources, and social inclusion. The majority of participants are between 18-23 years old (82%), 97% of participants are undergraduates and 58% have visual impairments Addressing these issues requires targeted interventions, including improved physical accessibility, faculty training, assistive learning tools, and awareness programs to create a more inclusive educational environment.