Author(s)

Harun Ar-Rashid Mamun¹, Md. Mashiur Rahman^2*, Mohammad Al-Amin³, Md. Moin Uddin Erfan³, Saydur Rahman³, Rokeya Akter³

¹BRAC Institute of Educational Development (BRAC IED), BRAC University, Dhaka, Bangladesh.
²Professional Teacher Education, Tampere University of Applied Sciences (TAMK), Tampere, Finland.
³Department of Public Administration, Comilla University, Comilla, Bangladesh.

A large proportion of the disabled population in Bangladesh does not have access to education. In addition, in the case of higher education, this number is very insignificant. All these disabled students have stories of struggle to reach university. Moreover, almost all the educational opportunities for the disabled at the government or private level are up to the primary or secondary level. But learning is very difficult for the disabled unless they have a very strong will. Therefore, the purpose of this study was to measure nondisabled students’ perceptions of problems faced by disabled students at higher educational institutions (HEIs) in Bangladesh. The study findings suggest that there is a negative impact of academic problems faced by disabled students pursuing higher education. It was also found that the infrastructural settings of HEIs are not friendly for disabled students, and most of them also face financial crises. Furthermore, the study found that most of the disabled students of HEIs did not get enough support from families, classmates, and teachers and they also experienced social obstacles. However, the study findings will help policymakers and educational institutions to create a more inclusive and effective disable friendly environment at educational institutions in future.

Complications, Disabled Students, Higher Education, Learning Environment, Nondisabled Students, Bangladesh

Mamun, H. , Rahman, M. , Al-Amin, M. , Erfan, M. , Rahman, S. and Akter, R. (2024) Complications Faced by Disabled Students at Higher Education Institutions in Bangladesh: Observations from Nondisabled Students. Open Journal of Social Sciences, 12, 413-439. doi: 10.4236/jss.2024.124029.