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Abstract

The higher education system in Oman offers various services to support disabled students to create a positive relationship between students with disabilities, their families, and the community. Both the Ministry of Education and the Ministry of Social Development share the responsibility of educating students with disabilities. However, women students with disabilities, particularly those with mobility disabilities, still face challenges within higher education institutions. While Omani law allows women with disabilities to pursue higher education, it is uncertain whether women students with mobility disabilities encounter difficulties in accessing education at higher education institutions. Notably, there have been no studies specifically exploring the challenges faced by women students with mobility disabilities in this context. Therefore, this study aimed to fill this gap and investigate the experiences of women students with mobility disabilities in higher education institutions. The study used a qualitative research approach and employed phenomenology methodology. Purposive sampling based on specific criteria and snowballing were used. In-depth, semi-structured interviews were performed with 15 women students with mobility disabilities enrolled in various higher educational institutions in North Batinah Governorate, Oman. Thematic analysis was used to analyze the data, leading to the emergence of three main themes: Educational constraints, physical constraints, and psychological constraints. Discrimination based on gender and disability was evident due to cultural and religious factors. These themes highlighted the challenges faced by women students with mobility disabilities in accessing education. The study also identified a significant connection between these themes, leading to the theory of resilience. Resilience is displayed by these women students when facing such challenges. Understanding the obstacles faced by women students with mobility disabilities in higher education institutions can aid policymakers in devising better approaches to offer support and services to these students in Oman. Additionally, this knowledge can help address deficiencies in educational facilities within Oman’s higher education institutions.

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