AN EVALUATION OF DISABILITY SUPPORT SERVICES IN THE UNIVERSITY OF BENIN UNIBEN
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Abstract
This study did an evaluation of disability support services in the University Of Benin (UNIBEN), this study adopted the survey design using questionnaire as instrument for data collection. The study adopted simple percentage tables. The results revealed
students with disabilities at the University of Benin do not express a uniform experience with support services, there is a growing awareness of both the structural limitations and the social barriers that influence how such services are accessed and experienced. The results also revealed that although some students benefit from available support, many continue to encounter challenges related to service visibility, responsiveness to individual needs, and a lack of inclusion in the broader university environment. The results further underscore the essential role of disability support services not only in academic achievement but also in shaping students’ sense of belonging, dignity, and equity within the institution. These findings reinforce existing scholarship that emphasizes the importance of inclusive education systems that are both practically accessible and socially affirming. Like other studies in the Nigerian context, this research highlights that disability support in higher education must move beyond tokenistic provision toward a more systemic, rights-based, and student-centered approach. If left unaddressed, these barriers may continue to marginalize students with disabilities, thereby limiting their academic success and full integration into university life. The study recommended Launch a comprehensive awareness campaign including orientation sessions, campus signage, and online platforms to ensure all students are aware of disability support services. Implement needs-based case management, allowing tailored accommodations and flexible support plans that reflect individual student needs. Conduct regular workshops to educate faculty and support staff on inclusive practices, legal rights, and disability-responsive pedagogy. Introduce awareness programs that normalize disabilities and promote empathy, supported by student testimonies and participation in inclusion-focused dialogues
students with disabilities at the University of Benin do not express a uniform experience with support services, there is a growing awareness of both the structural limitations and the social barriers that influence how such services are accessed and experienced. The results also revealed that although some students benefit from available support, many continue to encounter challenges related to service visibility, responsiveness to individual needs, and a lack of inclusion in the broader university environment. The results further underscore the essential role of disability support services not only in academic achievement but also in shaping students’ sense of belonging, dignity, and equity within the institution. These findings reinforce existing scholarship that emphasizes the importance of inclusive education systems that are both practically accessible and socially affirming. Like other studies in the Nigerian context, this research highlights that disability support in higher education must move beyond tokenistic provision toward a more systemic, rights-based, and student-centered approach. If left unaddressed, these barriers may continue to marginalize students with disabilities, thereby limiting their academic success and full integration into university life. The study recommended Launch a comprehensive awareness campaign including orientation sessions, campus signage, and online platforms to ensure all students are aware of disability support services. Implement needs-based case management, allowing tailored accommodations and flexible support plans that reflect individual student needs. Conduct regular workshops to educate faculty and support staff on inclusive practices, legal rights, and disability-responsive pedagogy. Introduce awareness programs that normalize disabilities and promote empathy, supported by student testimonies and participation in inclusion-focused dialogues
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