Inclusive Education

Education institutions in Namibia, as narrated and illustrated by themselves. Mixed methodologies, with specific reference to a small-scale quantitative survey and extensive qualitative design were employed as tools to understand the prevalence, extent and nature of challenges of students with disabilities in their pursuance of higher education in Namibia. Data was thus collected in two phases. The first phase consisted of a ten-item quantitative-survey which was largely used to determine the prevalence of students with disabilities in higher education institutions, and basic information regarding institutional standpoints pertaining to students with disabilities. Data acquired through this survey confirmed the prevalence of students with disabilities in Namibian higher education institutions.The second phase represented the qualitative design whereby data was collected through three main methodologies namely a narrative diary-based approach, a photo-voice and individual interviews. These methodologies ensured reliability of the data through triangulation.