
Workshop Explores Barriers Faced by Students with Disabilities Through Participatory Action Research
A Dissemination and Stakeholder Consultative Workshop was held at Maraki Campus on February 1, 2025, to present and discuss the findings of the research project titled Restoring Voices: Ending the Cycle of Disempowerment of Students with Disabilities Within and Between Early, Secondary, and Tertiary Education.
Led by Dr. Molalign Belay, principal investigator, the study utilized Participatory Action Research (PAR)—an approach that actively engaged students with disabilities as both researchers and data sources. The workshop aimed to collect feedback from stakeholders to strengthen disability inclusion efforts at the University of Gondar and beyond.
Dr. Meseret Kassie, Part B Manager of the Mastercard Foundation Scholars Program at the University of Gondar, emphasized the research’s role in capacity building. She highlighted the need to publish the findings to ensure they reach a wider audience and contribute to policy improvements.
The event featured presentations on research methodology and key challenges and enabling factors in the educational journeys of students with* disabilities.
The student researchers, including Zinash Zewudie, Tibebu Simachew, and Roza Abrham, presented the study findings. All students who actively participated as members of the core research team expressed that they felt empowered to share their voices and were equipped to conduct research independently, contributing to the creation of an inclusive environment. Additionally, they indicated that they gained both personal and professional development through their collaboration with faculty researchers from the University of Gondar (UoG) and Queen’s University in Canada.
The workshop also provided firsthand insights from team members who shared their lived experiences, offering a deeper understanding of the barriers they face.
Grounded in the bioecological model, the research identified significant obstacles, including inaccessibility, physical and sensory limitations, financial constraints, stigma, and policy gaps. The study proposed policy reforms, infrastructure development, awareness campaigns, advocacy initiatives, and further research to foster a more inclusive education system.
Stakeholders involved in data collection and invited guests had the opportunity to evaluate the findings and offer valuable feedback, helping shape future interventions to improve accessibility and opportunities for students with disabilities.
As a call to action, key stakeholders from educational bureaus, Organizations of People with Disabilities (OPDs), Labor and Skills, academia, and NGOs pledged to work together to remove barriers and transform educational spaces into welcoming environments for all students with disabilities.