DISABILITY

This study investigates gender-based violence (GBV) against women with physical disabilities in Oredo Local Government Area, Edo State, Nigeria, using a research methodology grounded in the Social Model of Disability and Feminist Theory. The chapter outlines the research design, population, sampling strategy, research instrument, methods of data collection and analysis, as well as ethical considerations and limitations. The methodology was carefully designed to ensure validity, reliability, and contextual relevance, with emphasis on the intersection of disability and gender in shaping experiences of GBV. A cross-sectional survey design was employed, enabling the collection of data at a single point in time to examine the prevalence, forms, and determinants of GBV without manipulating the study environment.. This design provided a cost-effective and efficient means of capturing both descriptive and correlational data within a sensitive and localized context. The target population included women aged 18years and above with physical disabilities in Oredo, estimated at approximately 125 based on data from the Joint National Association of Persons with Disabilities (JONAPWD) and community health records. Stratified random sampling was adopted to ensure representation across age categories and types of physical disabilities, thereby reflecting the intersectional vulnerabilities emphasized in Feminist Theory. The study’s sample size was determined using Yamane’s formula, resulting in approximately 100 respondents to account for potential non-responses. Data was collected using the Women’s Safety and Support Questionnaire (WSSQ), a structured and culturally sensitive instrument developed to measure GBV prevalence, socioeconomic vulnerabilities, mental health impacts, and coping strategies. The instrument incorporated standardized items from validated tools such as the WHO Multi-Country Study on Women’s Health and Domestic Violence, complemented by open-ended questions for qualitative insights. Accessibility considerations included large-print versions and provisions for oral administration. Validity and reliability were ensured through expert consultation, alignment with established instruments, and a pilot test with 10 respondents. Cronbach’s alpha coefficients of ≥0.7 confirmed internal consistency. Data collection was carried out by trained assistants using in-person and online administration, with sensitivity training provided to address disability inclusion and GBV-related issues. Data analysis employed descriptive and inferential statistics using SPSS, alongside thematic analysis for qualitative responses.

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