AN ANALYSIS OF THE ACCESSIBILITY OF PEOPLE WITH DISABILITIES ON THE

UNIVERSITY OF NAMIBIA'S ARCHITECTURAL DESIGN

BY KALUBA SAKALA

201601602

Research submitted in partial fulfilment of the requirement of the degree of Bachelor of

Business Administration in Strategic Management

at the University of Namibia

NOVEMBER 2020

SUPERVISOR: Dr Namabata Namweya (UNAM)

i
 ABSTRACT

The research paper examines how accessible the University of Namibia (main campus) architectural

design is for persons with disabilities. Findings reveal that there are inadequacies of building facilities

and infrastructure, considering the practical barriers that persons with disabilities experience as a

result. In order to understand the importance of an accessible environment, the study further examines

accessibility as a human right. Understanding accessibility as a human right ensures that persons

with disabilities live independently and that state parties take the appropriate measures to ensure

access, on an equal basis with others within the physical environment.

The study followed a qualitative methodology approach, consisted of a questionnaire survey and

individual interviews. The students interviewed were visually impaired and walking impaired

persons, as well as individuals dependent on wheelchairs. Through interviews and questionnaires, the

research established that most building facilities on UNAM's built environment are inaccessible, as

the construction of the buildings affects persons with disabilities from using and navigating the

facilities freely and independently. Hence, the barriers faced by persons with disabilities at the

university limit the individual's independent movement and this also negatively affects their full

participation in their learning sphere. The constraints identified in the study revealed that there were

a limiting amount of ramps, elevators and user-friendly lavatories essential for persons with

disabilities to use building facilities freely. Moreover, most importantly, the institution has not any

policies in place for persons with disabilities.

Since access constraints affect persons with disabilities negatively, it is necessary to provide

guidelines and recommendations to universities on how best to address the challenges faced by this

demographic. Hence, the research will make recommendations to achieve inclusivity and an

accessible environment through the provision of accessible buildings and facilities.

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Table of contents

ABSTRACT ii

ACKNOWLEDGEMENTS vi

DEDICATION vii

DECLARATIONS viii

CHAPTER ONE viii

INTRODUCTION 1
1.1 Introduction 1
1.2 The orientation of the study 1
1.3 Disabled persons in Namibia 2
1.4 University of Namibia (Main Campus) Architectural Design 4
1.5 Problem Statement 5
1.6 Research Objectives 5
1.7 Significance of the study 6
1.8 Limitations 7
1.9 Definition of concepts 8

CHAPTER TWO Error! Bookmark not defined.

LITERATURE REVIEW 9
2.1 Introduction 9
2.2 Views and the origin of the term disability 9
2.3 Accessibility in relations to disability 11
2.3.1 Accessibility as a human right 12
2.4 Environmental accessibility and advancement of persons with disabilities 13
2.5 The application of accessibility as a human right in higher institutions 13
2.6 The UN CRPD of Persons with Disabilities in Developing Countries 15
2.7 Accessibility of disabled persons in tertiary institutions 16
2.7.1Accessibility policies 16
2.8 Mobility restrictions faced by disabled persons 18
2.9 Persons with Disabilities at UNAM 20
Conclusion 22

CHAPTER 3 Error! Bookmark not defined.

RESEARCH METHODOLOGY 23
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 3.1. Introduction 23
3. 2. Research methodology 23
3.3. Research design 24
3.4. Target population 26
3.4.1. Sampling Strategies 26
3.4.2. Sample Size 27
3.5 Data collection and procedures 28
3.5.2 Procedures 29
Table 2: Steps and procedures 30
Table .3: Types of disability 31
3.6.Data Quality Control 31
3.7. Data Analysis 32
3.7.1. Graphical data 32
3.8. Ethical Considerations 33
3.9. Conclusion 33

CHAPTER FOUR Error! Bookmark not defined.

RESULTS 34
4.1. Introduction 34
The proportion of students with disabilities 35
Table 4: Proportion of SWDs 35
4.2. The degree of accessibility for students with disabilities at UNAM main campus. 37
The extent to which the architectural design environment affects learning and accessibility at UNAM. 38
4.3.1 Access to information and facilities for the visually impaired Students 38
Distances and Obstacles for wheelchair users 39
Awareness of provisions and policies set by the University 40

CHAPTER FIVE Error! Bookmark not defined.

DISCUSSION AND RECOMMENDATIONS 41

5.1 Introduction 41
5.2 Discussion of Findings. 41
Figure 1: Policies related to the external and internal environments 41
5.2.1 Policies 42
5.2.2 External environment 42
5.2.3 Internal Environment 49

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 5.4. Further recommendations 51
5.4.1 Formulate policies guided by the NDC, Act, 2004 51
5.4.2 Conduct access audits 52
5.4.3 Educate stakeholders about the rights of PWDs to accessible buildings 52
5.5 Conclusion 53

CHAPTER SIX Error! Bookmark not defined.

CONCLUSION 54

References 56

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 ACKNOWLEDGEMENTS

The research project is dedicated to Ekari Andrew Trigu, my mother, Gift Dauchi and my little sister

Butemwe Daichi. Without the support and motivation from these three individuals, I would not have

been able to find the strength and means to pursue my goals and objectives. Ekari. A. Trigu has

provided me with unwavering support, guidance, inspiration, and motivation during my study at the

University. Hence, without his help and encouragement, I would not have made it this far to pursuing

my goal.

As to my mother, Gift Dauchi, I am grateful for always pushing to do my best from a young age. You

have been a mentor to me, and I am honoured to have you as a mother and for guiding and teaching

me to make the right decisions throughout these years. Moreover, you have blessed me with a little

sister that encourages me to become the best version of myself.

Lastly, extend my gratitude to my supervisor Dr Nambata Namweya for assisting me with polishing

up and editing my research document. I am grateful for the time and effort you put into creating a

research document that is of academic standard.

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 DEDICATION

This research project is dedicated to my mother, Gift Dauchi. Thank you for the financial support,

opportunities, and encouragement that you have invested in my education. And lastly, I dedicate the

project to my little sister Butemwe Dauchi, for being my primary source of motivation throughout

this degree.

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 DECLARATIONS

I, Kaluba Sakala hereby declare that this study is my own work and is a true reflection of my

research, and that this work or any part thereof has not been submitted for a degree at any

other institution. No part of this thesis/dissertation may be reproduced, stored in any retrieval

system, or transmitted in any form, or by means (e.g. electronic, mechanical, photocopying,

recording or otherwise) without the prior permission of the author, or The University of Namibia

in that behalf.

I, Kaluba Sakala, grant The University of Namibia the right to reproduce this thesis in whole or

in part, in any manner or format, which The University of Namibia may deem fit.

......Kaluba Sakala............. ................................ .................02/11/2020..................

Name of Student Signature Date

viii
 CHAPTER ONE

INTRODUCTION

1.1. Introduction

This chapter reflects the critical findings from scholarly articles and journals that include knowledge

and substantive information that have analysed and focused on research objectives or research

problems per persons with disabilities and the accessibility challenges that they face.

1.2. The orientation of the study

Twenty-six years ago, David F. Nygaard (1994) believed that there would be an increase in the

world's population from 5.5 billion to a total of 8 billion people by 2020. The United Nations (2020)

estimated that data has proved his assumption to be accurate as today's population has surpassed 7.7

billion people. The World Bank (2011) disability report states that a billion or more people on earth

live with some form of disability, and nearly one-fifth of them experience difficulties in functioning.

The United Nations (2016) state that persons with disabilities contribute to the largest minority group

around the world, as individuals are likely to join this category at any time in life. Moreover, in a

Disabled World (2018) article, it was mentioned that in 2018 Africa's estimated percentage of

disabled persons was 10 per cent of its general population, with 20 per cent of persons with disabilities

living in the impoverished regions of Africa. Hence, a vast majority of Africans living with a disability

are unable to experience education and work opportunities that would have a positive effect on their

livelihood.

Regarding the article published by Disabled World (2018), states that people in Africa often get

disabled by malnutrition and diseases, environmental hazards, traffic and industrial accidents, civil

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wars and natural disasters. Therefore, there is a continuous rise in the number of people living with

disabilities in Africa.

1.2.1. Disabled persons in Namibia

In 2011, the Namibian Population and Housing Census Main Report (2011) analysed disabled persons

within Namibia. The report aimed to understand the different types of disabilities and the impact

disability had in engaging in learning and economic activities (Namibian Statististics Agency, 2011).

The report showed past data from 1991, that indicated the increase of disabled persons from 42,932

in 1991 to 85,564 disabled persons in 2001. The Namibian Statistics Agency (2011) states that the

period between 1991 and 2001, there was a percentage increase of 4.7 % of Namibia's general

population. Additionally, the report indicated a continuous rise of disabled persons from 2001 to

2011. Therefore, a total of 98,413 individuals in Namibia were living with a disability in 2011

(Namibian Statististics Agency, 2011).

At the moment, Namibia has a population of 2.5 million people, of which, 5 per cent of its population

consists of persons with disabilities (World-O-Meter, 2020). Namibia's last census was conducted in

the year 2011 and is soon to hold its next one in 2021. In 2011, the Namibian Statistics Agency (2011)

formulated its first report on persons with disabilities. The record provided the statistics on disabled

persons which were obtained by monitoring and evaluating the physically, mentally, and visually

impaired persons in society. Information collected in the 2011 census focused on the types of

disabilities in Namibia and whether the disability impacted a person's ability in engaging in learning

and economic activities (Namibian Statististics Agency, 2011). Within the Namibian context,

disability differs depending on the geographical location or area. Hence the Namibian Population and

Housing Census Report mention that this is because a proportion of persons with disabilities within

Namibia is high in the rural areas; at 5.7 per cent while in urban areas, it is at 3.3 per cent (Namibian

Statististics Agency, 2011).

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According to Shumba and Moodley (2018), Namibia's lack of regulations for accessibility has

revealed continuous advocacy from people with disabilities. The accessibility of disabled persons

should be a mandatory characteristic and goal used by designers or architects when planning and

designing to measure performance following the policies evaluated. On the other hand, the Namibian

Population and Housing Census Main Report (2011) states that accessibility is known to be of the

central themes in the convention as it is essential. Article 9 of the convention, states that it is required

for countries to measure and ensure that PWDs have access to their physical environment,

transportation and other facilities and services provided to the entire public; whether abled or disabled

persons and in urban and rural areas (Namibian Statististics Agency, 2011).

The Republic of Namibia (2004) states that the National Disability Council Act 2004, states that the

Government should develop and implement mandatory standards, policies and guidelines to make

the accessibility of disabled persons easier and inclusive. Also, the state has made sure that

professionals such as architects, designers or construction engineers understand policies and

requirements implemented when making facilities or environments for disabled people. The

Namibian Population and Housing Census Main Report (2011) states that the Act stipulates that the

Namibian Government ensures that disability aspects are included in the policy-making and national

planning activities. In order to achieve this, various ministries within the Act are given the

responsibility of implementing policies.

The Committee, Women and Equalities (2017) state that architects, designers, or construction

engineers should incorporate the process of inclusive design. As inclusive design aims to

accommodate the broadest range of bodily shapes, dimensions, and movements that designers and

manufactures should conform to and apply to ensure that buildings, products and services satisfy the

needs of their audience or end-users.

As a result, the inaccessibility of an environment affects persons with disabilities by creating barriers

that influence their participation negatively. Therefore, the World Health Organization (2011), states

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that understanding a person's surroundings is crucial as it has a massive impact on the experience and

extent of disability.

1.2.2. University of Namibia (Main Campus) Architectural Design

The University of Namibia (UNAM) is a non-profit public institution founded in 1992 (uniRank,

2020). UniRank (2020) states that the University ranks as the second-best University, with the

Namibian University of Science and Technology as number one. However, Uugulu (2018), states that

the University of Namibia is an institution that provides better services in accommodating disabled

persons or special needs students.

In the article written by Uugulu (2018), Professor Tjama Tjivikua mentions that the Government

should intervene in creating environmentally and physically friendly campuses for students with

disabilities. The professor mentioned that UNAM not only accommodates wheelchair users but, it

has a disability unit operating on campus to cater to the needs of students with disabilities (Uugulu,

2018). To add on, Dr Louise Mostert, from the Department of Educational Psychology and Inclusive

Education, spoke of the progress that UNAM has made over the past eight years she has worked there,

in order to accommodate students with disabilities. In the article, Dr Louise Mostert mentions that

facilities such as the library are accessible to every student on the main campus, including those with

disabilities. However, she gave reference to upcoming suggestions that the University would

implement to better the environment for disabled persons. Uugulu (2018) states that the

recommendations for future implementation included the construction of elevators, additional ramps

and the renovation of toilet doors that are wheelchair friendly.

Haihambo (2016) states that the increase in students with disabilities should push the Disability Unit

of the University of Namibia in assisting and addressing the various barriers encountered by disabled

persons. However. Haihambo (2016) states that disability units should be driven by their vision,

strategy, and conceptual framework to facilitate and include disabled persons into higher institutions.
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1.3. Problem Statement

According to UNICEF (2018), people living with disabilities in Namibia are seldom included in

school systems or leave school before completing their formal education. Their vulnerability becomes

evident when the architectural design is not a consideration. A study that was done by Awad, Ahmed,

& Yaacob (2014) showed an underrepresentation of disabled persons in tertiary institutions in

countries. The study indicated an increase in disabled persons within Nigeria due to a decrease of

enrolled physically impaired students into tertiary institutions because of the inaccessibility of the

built environment due to the lack of accessible infrastructure.

The University of Namibia's architecture and the landscape may not adequately cater to the needs of

disabled people. Violeta Puşcaşu (2014) mentions that the University's problem is that its efforts

towards disabled people are focused on changing laws and policies rather than improving the

capacities of disabled individuals.

With the University's' current design, learners with physical disabilities have to travel long distances

to get from one class to the next and may have difficulties in accessing certain areas such as the

bathrooms. Furthermore, ramps do not have non-slip surfaces, and high gradients make them

unsuitable (UNICEF, 2018). Also, learners with visual impairments may have problems with low

lighting and a lack of accessible surfaces and tactile markers that help them navigate the University.

Establishing accessible schools is widely regarded as desirable for equality and human rights, as it

has educational, social and economic benefits.

1.4.Research Objectives

This study aims to investigate whether disabled persons are factored into the design of UNAM's

infrastructure and design. Specific sub-objectives of this investigation include the following:

1. Identify the proportion of students with disabilities within the general student population on

the UNAM main campus.

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 2. Analyse the degree of accessibility for students with disabilities at UNAM main campus.

3. Analyse the extent to which the architectural design environment affects learning and

accessibility at UNAM.

4. Formulate recommendations to the University on the possible facilities and policies the

University can include increasing the accessibility of persons with disabilities.

1.5. Significance of the study

This study seeks to address issues regarding the accessibility of students with disabilities at the

University of Namibia. The study will assist those in the Architecture profession to better understand

the architectural design of the University and identify the degree of accessibility for students or staff

members that are physically impaired. Furthermore, the results obtained from the study will benefit

the institution and other administrators on how best to accommodate disabled persons into their built

environment so that they do not encounter any barriers. Also, this research can be used as a basis or

source in academic writing at various institutions as there is a lack of educational content that focuses

on understanding and resolving the inaccessibility of disabled persons in higher education (McGinty,

2016). In addition, the study will be significant to students in higher education by providing them

with data that focuses on the accessibility of physically impaired students on university campuses and

the maintenance of provisions and policies required to improve accessibility.

Moreover, it will benefit UNAM staff as most faculty members are often not adequately prepared to

effectively implement inclusive instruction as staff members are uninformed about the functional

impact of specific disabilities on academic performances (Hsiao, Burgstahler, Johnson, Nuss, &

Doherty, 2019). Lastly, policymakers can use this study to help contribute to accessibility policies

utilised in tertiary institutions or public and private built environments. The policymakers can use the

study to create access policy alternatives in order for them to address environmental aspects that often

affect persons with disabilities so that they will be able to create accessibility and barrier-free

architectural infrastructure and environments (Chichaya, Joubert, & McColl, 2018).

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1.6.Limitations

The coronavirus, also known as COVID 19 is a new disease that spread from china to across the

world (Gilbert, 2020). Gilbert (2019) states that Egypt was the first African country to have its first

case of the coronavirus, and the continuous spread of the virus has affected the entire world ultimately.

The widespread of this pandemic has caused countries to implement several measures to contain and

prevent the spread of the virus.

The COVID 19 lockdown in Namibia has affected the operation of schools and businesses. Therefore,

the COVID 19 pandemic will have a significant contribution to the collection of data as this can affect

the response from interviewees to be slow and delay the process of finalising the research on time.

Concerning interviews, data collected will be through the use of Zoom meetings and text-based

instant messaging such as WhatsApp, so that one on one interviews take place. On the other hand,

opting for video calling or technology-based collection of data may lead to other issues. These issues

may include poor WIFI connections; moreover, students located in regions such as North or their

home villages may be hard to reach as they do not have means to internet connection and electricity.

Another limiting factor is that information of the student population with disabilities on the main

campus may be difficult to obtain. The reason for this would be because the law of protection will

hinder the progression of the study, as it against the university policy to share personal information

about fellow students. Therefore, the supervisor supervising this study will draft a letter to the

University in order for them to assist with data that would be useful for the research.

Moreover, the data collected for sampling will be from the main campus only; therefore, this

information will be seen as inaccurate or biased as the University has many other campuses in various

regions.

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1.7. Definition of concepts

Table 1: Definition of Concepts

Concepts Definition

Impairment A functional limitation within an individual caused by physical, sensory or

mental impairment

Barriers Constraints that affect disabled person movements or accessibility in an

environment

Built environment Human-made structures, i.e., urban and rural design characteristics,

recreational structures, and walking and biking paths that facilitate an

individual's ability to be physically active

Accessibility Ease of independent approach, entry, or evacuation of potential users within

or out of the building or facility.

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 CHAPTER TWO

LITERATURE REVIEW

2.1. Introduction

This chapter discusses literature regarding persons with disabilities. Firstly, the chapter will discuss

the evolution of thinking about the term disability by focusing on how society views disability.

Second, the study will discuss the various definitions of accessibility and how the term is s a human

right. Third, the chapter discusses the use of the UN CRPD framework in developing countries.

Fourth, the chapter will outline how accessibility policies and used in HEI and work-environments.

To conclude the end of the chapter, the literature will speak of PWDs from the University of Namibia.

2.2. Views and the origin of the term disability

McGinty (2016) states that individuals in society have had different views or perspectives about the

term disability as people perceived the term from a religious standpoint as they believed that God

cursed physically impaired persons due to sinful acts that they had committed. McGinty (2016) states

that the views of disability were from a medical perspective in the twentieth century, as persons

considered them of having an issue that needed to be fixed or segregated. Furthermore, he speaks of

the impact that the social models have had on disability in society. McGinty (2016) states that the

social models have had a contribution to the way communities view disability; hence, from a

humanistic perspective, disabled persons are viewed as independent individuals that deserve to use

their human rights. On the other hand, Vogelzan (2018) acknowledges that the social model

represents an evolutionary step in thinking about disability. The social model views all disabilities

as an outcome of some physical impairment caused by damage or disease (Vogelzan, 2018). As

opposed to Majinga and Stilwell (2015), a social model distinguishes the difference between

impairment and disability. However, Francis Simui (2018) argues that under the social model, the

9
medical model is outlined as a model that severely and unnecessarily restricts the roles that PWDs

play in society. Also, within the social model, Francis Simui (2018) identified that the educational

system is at the centre of attraction and is blamed for student's academic failure caused by

environmental inadequacy. Therefore, Francis Simui (2018) mentions that a system change is

required in order for SWDs to succeed. Hence, the model identifies the source of stigma and

discrimination that society has against PWDs. However, Vogelzan (2018) mentions that activists

and academics have had criticisms regarding the model. Activists believe that the model has failed to

acknowledge the impact of the environment as it mainly focuses on the defects of the functional body

of the individual.

Wehmeyer (2014) refers to the significant progress that has occurred over the years in elaborating

better ways of understanding disability, having contributed on the theoretical and scientific

foundation to the new wave of the disability movement. The first wave of the disability movement,

which is also known as the professional era, refers to a period in time when professionals dominated

the disability movement (Wehmeyer, 2014), which occurred throughout the nineteenth century to the

first half of the twentieth century. Also, this period was when the professionals defined various issues

and came up with the then-new discipline of disability as a subdiscipline that falls within various

fields such as medicine, psychology, and education. Society believed that the professionals knew and

understood more about disability, based on their education and social status; however, the images and

information portrayed were often universally negative (Wehmeyer, 2014). During their era, the

professionals obtained knowledge and understanding from the medical model. The medical model of

disability refers to the lack or loss of capacity and capability of persons who naturally occur with

diseases or illness (Cardenas-Dow, 2014). Due to this conceptualisation, persons with disabilities

were described or seen as diseased, atypical, pathological or aberrant individuals (Wehmeyer, 2014)

and as individuals that were a menace to society as they fall under the crime, poverty and promiscuity

spectrum within society. Furthermore, Wehmeyer (2014) states that the traditional conceptualisation

of disability diminished towards the end of the twentieth century as a society thought of disability as

10
an outcome caused by the interactions between disabled persons and their environmental context that

they function in (Wehmeyer, 2014).

Francis Simui (2018) refers to the human rights-based model as a model that locates disability within

the human culture. The literature reveals that all human beings should be assured of their rights

regardless of their disabilities (Francis Simui, 2018). Moreover, Francis Simui (2018) mentions that

the human rights model is often applied to explore and understand the.lived experiences of PWDs.

The models mentioned above provide a complementary lens through which we can view higher

education institutions contributions to the welfare of SWDs in addressing the challenges faced

them.lived experiences of SWDs.

2.3. Accessibility in relations to disability

Kportufe (2015) defines the term accessibility; the ease of independent approach, entry or evacuation

of potential users within or out of the building or facility, with an assurance of their safety and welfare.

On the other hand, Ahmed et al. (2014) define accessibility as the ability of persons moving

comfortably without restrictions around a facility or inside or outside the premises.

There is not much variation between these two definitions; as each definition, understanding is to

provide and design a built environment that does not restrict disabled person mobility and their ability

to make full use of the premises and their surroundings.

On the other hand, the United Nations (2013), refers to accessibility in the context of development.

The organisation identifies accessibility as a priority in measures of promoting the equalisation of

opportunities for persons with disabilities (United Nations, 2013) or as a provision of flexibility to

accommodate every user's needs and preferences. The United Nations (2013) views accessibility from

two main standpoints; 1) Accessibility as a human right and 2) Environmental accessibility and

advancement of persons with disabilities.

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2.3.1. Accessibility as a human right

According to the United Nations (2013), accessibility is an inherent right that should benefit all

individuals and not only persons with a disability, demographic cohort and lastly age, i.e. the elderly.

A Preamble to the Charter of the U.N. makes use of normative guidance on accessibility based on the

human rights framework. It states that member States aim to reaffirm faith in fundamental human

rights in order to allow equal rights between men and women and to ensure the promotion of social

progress and better standards of life for persons in society (United Nations, 2013).

On the other hand, Greco (2016) evaluation of accessibility using the human rights framework first

had to understand the definition of a right, in order to define accessibility. He understood a right as a

correlative duty of someone or something. Hence, Greco (2016) definition of human rights, was

referred to as the rights that an individual has of being a human being. Therefore, Greco (2016) refers

to the human rights framework as a framework that includes scholarly, political and mainstream

debates about human rights, international institutions, organisations and social movements. In order

to understand accessibility through the human rights framework, Greco (2016) gave reference to the

following:

1. The EDF ( European Disability Forum) supported accessibility based on Article 9 of the

Convention on the Rights of Persons with Disabilities (CRPD). Article 9, states that persons

with disabilities should be enabled to participate and live independently by ensuring they have

access to physical environments, transportation, information and communication and other

facilities like everyone else in society.

2. European Economic and Social Committee ( EESC) held a meeting in 2013. The committee

agreed that accessibility should be viewed as a fundamental right as it serves as a gateway to

other rights. Due to this, in 2014, the EESC adopted an opinion on accessibility as a human

right for persons with disabilities. Henceforth, the EESC acknowledged article 9 of the CRPD.

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To conclude his study, Greco (2016) states that the CRPD never states that accessibility is a human

right, even though the CRPD recognises and applies the term human rights on disability, as

accessibility often refers to an instrument for achieving human rights. Therefore, accessibility refers

to the degree of which an environment, service or product allows the access of abled and disabled

persons (Greco, 2016).

2.3.2. Environmental accessibility and advancement of persons with disabilities

The general system of society refers to accessibility as a priority in measures of promoting the

equalisation of opportunities for persons with disabilities (United Nations, 2013). i.e. accessibility in

a physical environment, housing, transportation, educational and work surroundings. The United

Nations (2013) mention that history has identified that the persons with disabilities movement argues

that access to physical environments and public transportation embodies a precondition for freedom

of movement for persons with disabilities. This information is under article 13 of the Universal

Declaration of Human Rights and article 12 of the International Covenant of Civil and Political Rights

(United Nations, 2013).

Since accessibility identifies as a precondition for persons with disabilities to live independently and

participate in society equally and fully; hence, the denial of access to the physical environment

identifies as an act of discrimination (United Nations, 2013). Therefore, with reference from the

World Programme, the U.N. (2013) states that society can achieve its goals of full participation and

equality of disabled persons when environmental factors available to the community are also inclusive

to disabled persons for their fundamental elements of living.

2.3.3. The application of accessibility as a human right in higher institutions

Emong and Eron (2016) study explored the status of disability inclusion in higher education in

Uganda. Uganda's ability to embrace inclusive education; is due to having adopted the CRPD on

education. Article 24 of the CRPD mentions that States should attain a right to education for all

13
persons, especially persons with disabilities, to ensure no discrimination, based on equal opportunities

at all levels of education (Emong & Eron, 2016). Authors Emong and Eron (2016) state that the

adoption of the CRPD enabled the creation of legal and non-legal frameworks on education,

moreover, the establishment of educational infrastructure targeted to mainstream disability.

Furthermore, the accessibility for persons with disabilities in order to set minimum standards and

improve quality (Emong & Eron, 2016).

Unlike Ghana, Uganda has an Act regarding tertiary institutions. Emong and Eron (2016) mention

that the Universities and Other Tertiary Institutions Act 2001 establishes the National Council for

Higher Education (NCHE) of Uganda. Moreover, it benefits upon the NCHE responsibilities and

functions of having to monitor, evaluate, regulate and guide the establishment of higher learning

institutions, such as, to ensure the extent to which physical accessibility of institutional facilities for

students with disabilities. However, in the Act, there is no mention of universal design and accessible

facilities in section 110 of the Revocation of a Charter. Hence, failure for an institution to provide

accessible facilities and the utilisation of universal design results in the exclusion of students with

disabilities in academic or institutional programmes (Emong & Eron, 2016).

Tudzi, Burgi, and Danso (2017) claim that empirical research available lacks information that

addresses accessibility in the University built environments. Therefore, the study addressed two

crucial human rights issues, which are, disability rights and the right to education. In order to achieve

this, he drew attention to the perception that students with disabilities had about their University's

built environment and how their rights to an accessible environment were going to be addressed by

the University (Tudzi, Bugri, & Danso, 2017).

Tudzi et al. (2017) case study focused on tertiary institutions in Ghana; therefore, in his literature, he

speaks of Ghana adhering to CRPD and the States decision to ratifying it in 2012. The ratification of

the CRPD indicates Ghana's commitment to respecting the human rights of persons with disabilities

and ensuring that they are protected (Tudzi, Bugri, & Danso, 2017).

14
To conclude his study, Tudzi et al. (2017) state that the terms of providing appropriate facilities for

persons with disabilities are an issue that is not specified directly in the constitution even though

CRPD states so. Hence, although persons with disabilities may have the right to education and

accessibility, findings of SWDs perceived needs of accessibility in the University's built environment

are yet to be satisfied.

2.4.The UN CRPD of Persons with Disabilities in Developing Countries

Moswela and Mukhopadhya (2010) study documented the experiences of students with disabilities

and the barriers to access and participation they experience HEIs in Botswana. On the other hand, a

study by Ahmed, Award and Yaacob (2014) identified and compared accessibility provisions

emplaced to learning infrastructures and facilities by tertiary institutions for persons with disabilities

within developing countries; using Nigeria and Malaysia for its case study. The universities studied

included Ahmadu Bello University, located in Zaria, Nigeria and the University of Malaya, located

in Kuala Lumpur, Malaysia. (Ahmed, Awad, & Yaacob, 2014).

Moswela and Mukhopadhya (2010) mention that the Botswanan Government is yet to ratify Article

24 of the United Nations CRPD. Hence, since 1995, educational provisions for persons with

disabilities in Botswana is guided by the Revised National Policy of Education (RNPE) (Moswela &

Mukhopadhyay, 2010). The RNPE policy recommends that the Government ensures that all learners,

including persons with disabilities, have equal education opportunities. However, this policy has

many critics regarding its inability to make the education needs of children with disabilities a priority.

Also, the policy fails to address problems of inaccessibility faced by students with disabilities

(Moswela & Mukhopadhyay, 2010). Unlike Botswana, Ahmed et al. (2015) mention that both

Malaysia and Nigeria ratified the UN CRPD in 2010. Concerning Nigeria, the Disability Decree of

1993, provisions of section 17 of the Nigerian constitution endorsement of the UN CRPD does not

positively affect persons with disabilities in Nigeria Hence; disability issues remain unresolved as the

country stigmatises and marginalises this group (Adam & Ahmed, 2015).

15
Shumba and Moodley (2018) state that Namibia ratified the UN CRPD in 2007. In Namibia, the UN

CRPD represents the first international comprehensive legally binding human rights treaty that

focuses on issues affecting persons with disabilities. Hence, the framework guides all governments

on the mechanisms for aligning existing policies, legislation and programmes (Shumba & Moodley,

2018). However, Shumba et al. (2018) state that Namibia would need to revise its national policies

and laws in order for the country to facilitate disability further, of being addressed as a human right.

Oyaro (2015) study aimed to consider the feasibility of African countries developing an independent

African disability protocol, instead of prioritising the UN CRPD. He argues that the adoption of an

African disability protocol would enable disability rights from being viewed through an African

specific context (Oyaro, 2015). Moreover, he mentions that CRPD provisions fail to include all

African concerns; hence, the crucialness of African countries not downplaying their role when

drafting the provisions and policies in line with the UN CRPD. Therefore, out of the fifty-four

countries in Africa, the thirty-three countries that have ratified the UN CRPD, fail to create provisions

that tackle disability issues within the continent (Oyaro, 2015).

2.5.Accessibility of disabled persons in tertiary institutions

2.5.1. Accessibility policies

Gavu, Tudzi and Shani (2015) mention that the Kwame Nkrumah University of Science and

Technology ( KNUST) in Ghana, do not have any policies that provide an accessible environment

for SWDs even after the passing of the Persons with Disability Act in 2006, Act 715 (Gavu, Tudzi,

& Shani, 2015). Gavu et al. (2015) state that the Act ensures that all public buildings in Ghana are

accessible, yet, tertiary institutions continue erecting new facilities and structures that do not meet the

needs of persons with disabilities. Chilufya (2013) literature revealed a similar outcome; she mentions

that in the city of Lusaka, Zambia, guidelines followed to make structures accessible are not extensive

as they do not provide adequate guidance for occupiers or owners of buildings to implement.

Therefore, Gavu et al. (2015) mention that the absence of policies has led to the Dean of students
16
using by-laws to answer to the needs of SWDs. Moreover, the non-implementation of policies

concerning PWDs in tertiary institutions portrays the negligence and lack of concern of PWds by

administrators and Government (Gavu, Tudzi, & Shani, 2015). Hence, when implementing

provisions regarding PWDs, policies should be drafted to support PWDs at the specific tertiary

institutions. However, the implementation of provisions at the national level is considered ineffective

(Gavu, Tudzi, & Shani, 2015).

The implementation of policies would require the institution to create provisions concerning SWDs

without having to link to the national level. Therefore, modifying the access policy would assist in

fostering inclusion, because, in doing so, it will assist in improving access to services and social-

economic spheres in order to benefit persons with disabilities (Chichaya, Joubert, & McColl, 2018).

Hence, when creating policies, institutions should ensure that the policies target the needs of SWDs

in the built environment.

Concerning work-environments, a study by Oyintonyo, Love and Endurance (2018) highlighted the

level of implementation od disability policies from international and local (Nigeria) perspectives.

Oyintonyo et al. (2018) mention that the work-environment occupy and embody obstacles-

stereotypes, stigmatisation and inaccessible physical structures that affect PWDs. Hence, affecting

the employment rate of PWDs to be lower. With regards to low percentage in GER in tertiary

institutions, these obstacles can discourage PWDs when enrolling into higher institutions. Therefore,

causing a decrease in GER percentage nationwide. Using the Pearson correlation coefficient and chi-

square statistical test, the hypothesis revealed that employers were unaware of disability policies that

provide assistive devices, hence the hypotheses was nullified. However, alternative hypotheses

stating the relationship between the knowledge and awareness of disability policies and its provision

of assistive devices was accepted. Therefore, this meant that only a few numbers of employees were

aware of policies available, despite the knowledge of them among employees (Oyintonyo, Love, &

Endurance, 2018). Therefore, Oyintonyo et al. (2018) stated that the organisation should ensure the

17
provision of assistive devices for PWDs and ensure that the necessary modifications made are

following the work-environment disability policies.

Chichaya, Joubert and McColl mention that in the past 20 years, the Namibian disability policy of

1997 is yet to be reviewed; hence, UNAM uses the national policy to provision SWDs as it currently

does not have any policies provisioning the needs of SWDs. Ntinda (2013) mentions that the National

Policy on Disability 2004 and the National Policy on Special Needs and Inclusive Education (2008)

are policies and programmes that address disability in Namibia. The National Policy on Special Needs

aims to enable school systems in meeting diverse educational needs for all children in order to

increase the opportunities available for students with disabilities (Ntinda, 2013). However, in the

National Policy on Disability of 1997, the Government mentions the importance of them creating

standards and guidelines is to ensure and create accessible environments for persons with disabilities

(Namibian Statististics Agency, 2011). Nevertheless, no matter the increase of persons globally or

nationwide, the policies in place have not met the coverage and needs of persons with disabilities

(Mannan et al., 2012).

2.6.Mobility restrictions faced by disabled persons

Hadjikakoua, Polycarpou and Hadjilia (2010) study explored the experiences of students with

mobility disabilities in Cypriot HEIs. A similar study done by Abubakar Ahmed and Matura Adam

revealed recent literature regarding mobility restrictions faced by persons with disabilities. Abubakar

et al. (2015) study involved an investigation on the degree of mobility restrictions or barriers faced

by disabled persons on campus grounds in Nigeria by using knowledge gained from the experience

of a Malaysian campus' ( Malaya University) built environment, in order to propose ideas and

solutions for Nigeria's' development.

The five-year gap between these studies reveals that there has been an increasing number of persons

with disabilities. Hadjikakua et al. (2010) identified the increase of students with disabilities enrolling

into HEIs worldwide; likewise, Adam and Ahmed (2015) study revealed that persons with disabilities
18
are still growing in number. Moreover, the difference in these studies is that Hadjikakua et al. (2010)

study identified the attitudes of the lecturer's and students towards disability and raised issues of social

inclusion and rights for students with disabilities. Hsiao et al. (2019) mention that some faculty

members often pay attention to issues of accessibility only when they have students with disabilities

enrolled in their classes. Due to this, staff members lack adequate preparation in implementing

inclusive.

On the other hand, Adam and Ahmed (2015) limited their study in the essence of understanding the

built environment on university campuses. However, in Hadjikakua et al. (2010) believed that the

findings gathered in his study would have implications at an institutional level when it came to

rethinking and refining the policy and practice of disabilities. Thus, it is true because Adam and

Ahmed (2015) study revealed that in the past decade, countries or nations have emplaced various

policies and different regulations to make the built environment accomodating for disabled persons.

Hadjikakua et al. (2010) mention that physical obstacles are among the most critical issues raised by

participants with mobility disabilities in past literature, hence, Adam and Ahmed (2015) outline that

mobility restrictions can be a source of distress and marginalisation in the participation of disabled

persons through several pathways. Therefore, a built environment should not hinder or restrict

movement in the participation of disabled persons day to day activities as this shows a lack of

accessible infrastructure that causes a barrier to educational pursuance (Adam & Ahmed, 2015).

Hadjikakoua et al. (2010) used qualitative data analysis to obtain the results in the study. The analysis

involved a three-step procedure, which involved analysing interview text transcription, coding

procedures, and search procedures. The coding procedures required several passes through the

transcript as the categories of the topics evolved and when the analyst gained greater insight into the

content of the interviews; the topics of the interviews served as a guide for the development of code

categories (Hadjikakoua, Polycarpou, & Hadjilia, 2010). On the other hand, Adam and Ahmed

(2015) employed a methodology divided into three sections, the first part dealt with quantitative

19
content analysis, the second part was a physical access audit checklist, and the third part involved

qualitative content analysis. Adam and Ahmed (2015) mention that content analysis views the

alternative ideas and minority groups in society. Therefore, the study, the selected articles related to

the topic regarding accessibility for persons with disabilities in Nigeria. The use of a physical access

audit was to facilitate the development of an action plan and the reasonable adjustments needed in

the built environment. Adam and Ahmed (2015) mention that the audit focused on creating an

environment that enables disabled persons to overcome physical barriers that may become an

impediment to their use of the facility in the future.

2.7. Persons with Disabilities at UNAM

Haihambo (2016) states that Article 20 of the Namibian Constitution states that primary education is

free. In accordance, in 2015 the Government announced that secondary schools would also be free.

Hence, Haimbo (2016) mentions that this step is the right one for ensuring education for all; abled

and disabled students. However, Mnubi-Mchombo (2018) gave reference to the several issues

outlined by the Executive Chairperson of the Namibian National Association of the Deaf in 2014.

The chairperson, Dr Nanyeni mentioned that SWDs faced issues of attending school until year 10;

this was due to the lack of facilities available for them to acquire an education without facing any

barriers (Mnubi-Mchombu, 2018). Hence, this could be a reason why the population of students with

disabilities is deficient in HEIs.

Haihambo (2016) literature states that since the Independence of Namibia, SWDs admitted into HEIs

were left to fend for themselves. The institutions applied integration and not inclusion towards SWDs

because they did not have resources, neither the mandate to provide PWDs quality education.

Moreover, Mnubi-Mchombo (2018) literature agrees with this statement, as his literature outlines that

PWDs in Namibia face problems due to a lack of resources. Accessibility is a critical issue faced by

many students with an impairment. Hence, Majinge and Stilwell (2015) mentioned that in Tanzania,

SWDs; specifically, those in wheelchairs often faced access issues when accessing many campus

20
buildings. Hence, the authors recommended the use of universal design during the early stages of

planning and building the institutions built-environment (Majinge & Stilwell, 2015).

Haihambo (2016) states that educational policies have contributed to the increase of students enrolling

into HEIs; however, UNAM, still lacks policies of its own. Mnubi-Mchombo (2018) mentions that

UNAM has twelve campuses located nationwide, with nine regional centres that cater to distance

education. Haihambo (2016) gave reference to the increase of disabled individuals registering at the

University of Namibia. Haihambo (2016) stated that five students enrolled in 2008, and in 2015, the

number of registered disabled persons increased to 46 (Haihambo, 2016). However, literature from

Mnubi-Mchombo (2018) states that with a student population of 25,267 in 2016, there were only 69

SWDs enrolled in the institution. The given information indicates that there is a continuous increase

in the enrollment of people with disabilities at the University of Namibia; therefore, the University

should be responsive to the needs of disabled persons. However, a faculty representative from the

Disability Unit from UNAM states that certain SWDs often deregister from their courses or study a

course they lack interest, due to lacking the capability of accessing facilities or buildings. The

identified inaccessible venues include lecture venues at Block X and Y.

Moreover, Mnubi-Machombo (2018) states that other challenges faced by PWDs included the lack

of elevators available at the library and lack of ramp access to the library. Mnubi-Mchombo (2018)

research findings indicate that 52% of persons of his sample size from the University, stated that they

experience difficulties when assessing services on campus. However, the remaining 48% indicated

that they did not face any challenges. Therefore, his research uncovered that SWDs do not find it easy

accessing the university campus (Mnubi-Mchombu, 2018).

However, Haihambo (2016) states that the University of Namibia has not achieved its desired

outcome of providing quality inclusion to SWDs, although the number of students enrolling is

increasing. Therefore, Haihambo (2016) recommends that the University create policies in line with

the UN CRPD, to provide the all needs of SWDs at the institution. Mnubi-Machombo (2018) also

21
recommends that the University ensure that students with different disabilities are accounted from

when modifying or building new facilities and infrastructures. Moreover, this topic should encourage

the institution to create an accessibility policy that provisions the accessibility of SWDs.

2.8. Conclusion

At the beginning of this chapter, the various definitions of disability are defined through the various

model. Hence, under the social model, the environment brings about the disability and not the

individual possessing it. Therefore, this research paper aims to discuss the accessibility of SWDs on

the UNAM campus with due consideration to the social model of disability. Also, the chapter

discussed the various meanings of accessibility and how the term is viewed as a human right under

the UN CRPD framework. Furthermore, the chapter identified and outlined various mobility

restrictions faced PWDs in higher institutions, due to inaccessible buildings or facilities, and by

identifying the policies that provide accessible buildings.

22
 CHAPTER 3

RESEARCH METHODOLOGY

3.1. Introduction

Chapter three gives a brief introduction of the research design, study site, methods of data collection,

target population, and the sampling techniques employed to gather and conclude the data analysed.

Moreover, the chapter will address the procedures and techniques used to identify, select, process,

and analyse how accessible the University of Namibia's architectural design is for disabled students.

3. 2. Research methodology

Research methodology refers to how a researcher systematically designs a study to ensure valid and

reliable results that address the research aims and objectives (Saunders, Lewis, & Thornhill, 2012).On

the other hand, Colorafi & Evans (2016) mentions that there are three types of research designs;

which are qualitative, quantitative and a mixed-method (combines both qualitative and quantitative).

Antwi and Hamza (2015) outline that quantitative research as an approach that follows a confirmatory

scientific method, as it focuses on hypotheses testing and theory testing. In contrast, the qualitative

research approach is to describes what locally seen in order to generate new hypotheses and theories

(Antwi & Hamza, 2015). On the other hand, Fellows and Liu (2008) define quantitative research as

an approach that relates to positivism and which aims to gather data focusing on relationships between

the facts and how the relationships are in line with the theories and findings from previous literature.

Additionally, the qualitative research approach focuses on understanding people' es perceptions of

the world. Hence, people's beliefs, understandings and opinions are investigated (Fellows & Liu,

2008).

The research will adopt a qualitative methodology. Fellows and Liu (2008) state that this because the

methodology can get beneath manifestations of problems and issues, therefore, facilitating an

appreciation and understanding of the fundamental causes of and principles. Hence, a quantitative

23
approach would not be suitable for this research, as, the approach involves the undertaking of

measurements when collecting data (Fellows & Liu, 2008). Hence, the reason why the research will

adopt a qualitative methodology.

Markula et al. (2011) argue that there are many qualitative methodologies; therefore, it is crucial to

select and use the right qualitative methodology. Author Markula et al. (2011) states that meaningful

qualitative research projects require a clear purpose for conducting a particular research topic. He

mentions three purposes for proper qualitative research; mapping, critique and social change;

however, the study will focus on mapping. In terms of qualitative research, mapping refers to a project

that aims to provide a general overview of behaviour, phenomenon and practice of physical culture.

Case studies such as community case studies may include existing maps for the various human

ecological purpose (Berg & Lune, 2017). According to Berg and Lune (2017), human ecological is

concerned with the interrelationships among people in spatial settings and physical environment. An

ecological focus considers the various physical environmental elements that shape the lives of people

within a community or life of the community itself (Berg & Lune, 2017). i.e. For instance, this study

wants to identify the hurdles or barriers faced by students at UNAM main campus. Investigating the

University's architectural design and its influence it has towards students with disabilities access

highlights the interrelationship between the University's environment and disabled persons.

3.3. Research design

According to Explorable (2008), research design refers to the overall strategy used by researchers to

integrate the different components of a study in coherent and logical ways, hence, enabling the

researcher to address the research problems effectively. Creswell (2014) stated that research design

is useful because it provides specific directions for procedures to properly plan research methods to

use for studies and to collect and analyse data systematically. Knight and Ruddock (2008) give

reference to qualitative research; this research stresses on ecological validity, meaning, it takes into

account the applicability of social research findings to those existing with the studied social situation.

Moreover, the different types of research designs one can adopt, include an exploratory, explanatory,
24
descriptive and predictive research designs. However, a descriptive case study design will be adopted.

According to Berg and Lune (2017), a descriptive case study presents a descriptive theory that

establishes the overall framework followed during the study. Berg and Lune (2017) mention that a

case study design entails the choice of the study selected. On the other hand, Fellows and Liu (2008)

define it as a detailed study of a single individual, groups projects or organisations.

The method has provided accurate responses and questions about how people feel about their spaces,

the reasons for using various features for their spaces, the various people using their spaces for

functions and services and lastly, the factors that facilitate or hinder the use of these spaces (Colorafi

& Evans, 2016). Moreover, case studies also provide a source of insight and ideas during the early

stages of investigating the topic (Fellows & Liu, 2008). Therefore, it is crucial to determine the unit

of analysis of the study before beginning the research. The unit analysis defines what the case study

will focus on; such as the individuals, group or demographic (Berg & Lune, 2017). In this case, the

study will focus on the demographic of students with disabilities at UNAM main campus. UNAM

was selected to study how accessible the University's environment design is for students or persons

with disabilities.

Two critical issues add value to make a research paper a case study (Berg & Lune, 2017), these

include the use of multiple data sources in the case study and an event or setting that binds the study

together with the case. In this study, the unit analysis of the study was the University of Namibia.

The examination of the provisions and policies for students with disabilities was vital, as this

influenced the way students with disabilities access the environment and education.

The appropriate case study for this study was a single case study design. A case study is an empirical

inquiry that investigates a contemporary phenomenon within a real-life context; often when

boundaries between the phenomenon and context are unclear (Henderson, 2015). In the context of a

descriptive case study, a phenomenon refers to explanatory cause-effect relationships of the

25
phenomenon that are undiscovered (Henderson, 2015). Hence, the case study captures the typical

everyday life experiences faced by students with disabilities when accessing the campus environment.

3.4. Target population

The population studied to obtain information is referred to as a target population (John Wiley & Sons,

Ltd, 2005). In contrast, Exploraable (2008) define a target population as a research population that is

an extensive collection of individuals or objects focusing on a scientific query. A broader definition

by Chard & Couch ( 2010) is that a research population is a well-defined collection of individuals or

objects with similar characteristics. All individuals or objects within a specific population usually

have a standard, binding characteristic or trait. Therefore, the population benefits the research taking

place. However, due to the large sizes of populations, researchers fail to obtain data from every

individual in the population because it is too expensive and time-consuming (Explorable, 2008).

In 2016, the student population of students at UNAM ( all 12 campuses) was 25,258, of which, 69

were students with disabilities (Mnubi-Mchombu, 2018). Moreover, in 2018, the student population

increased to a population of 28,217 students. UNAM's main campus had the highest enrolled students

with disabilities, 33 students (Mnubi-Mchombu, 2018). In 2019 and 2020, the following number of

students enrolled in UNAM; a total of 112 and 129 SWDs. With a drop out rate of 43 students in

2020, the total number of students with disabilities is 86. Hence, this will be our target population.

3.4.1. Sampling Strategies

For this research, purposive or judgmental sampling will be more appropriate to use. The reason for

this is that it involves selecting a participant for special situations. This sampling procedure uses the

judgment of the researcher in selecting cases with a specific purpose in mind (Neuman, 2009). This

method is supported by Chard & Couch, (2010) as they state that the researcher can convey freedom

of expression and hidden meanings because it provides a broader description of the data. Hence, the

method permits researchers to make inferences about the ideal participants of the study without

compromising the quality of the finding compared to other sampling strategies.

26
3.4.2. Sample Size

Various authors define a sample size or sampling in different ways. Gray, Zimmerman, & Rimmer

(2012) defined it as the process of selecting a smaller group of participants that represents a larger

population. On the other hand, Kportufe (2015) defined it directly as the desire to draw inferences

about a large population from a subset of that population.

With a total of 86 students with disabilities at the University of Namibia, the sample size for the

research paper is 30. Berg and Lune (2017) and (Hadjikakoua, Polycarpou, & Hadjilia (2010)

support the sample size, as the authors made use of the central limit theorem. In statistics, the central

limit theorem states that the sampling distribution of the mean for a variable will approximate to a

normal distribution by using the large sample size regardless of that variable's distribution in the

population (Explorable, 2008). Hence, the research will adopt a similar sample size of 30 to give a

more accurate description of the population. For this research, a similar sample size will we used do

give a more accurate description of the mean of the data collected.

27
3.5 Data collection and procedures

Chard & Couch (2010) define data collection as the procedure of collecting, measuring and analysing

accurate insights for research using standard validated techniques. Explorable (2008) supported the

definition as the author defined it as gathering information to address the research questions identified

a study.

There are many methods used in data collection and a wide variety of information resources, such as

questionnaires, interviews, direct observation, documents and other materials, focus groups

interviews and portfolios. Hence, for this study, questionnaires and interviews will aim to identify the

architectural barriers affecting the accessibility of disabled students on campus.

Questionnaires and interviews will be instruments used to collect data. These instruments are

appropriate for descriptive and explanatory research (Saunders, Lewis, & Thornhill, 2012). Since the

paper is adopting a descriptive case study design, questionnaires and interviews are suitable for

identifying and describing the variability in a different phenomenon.

The study will also supplement the findings from the questionnaire and interview by conducting a

structural checklist or access audit in-line with the universal rules of architectural design. Rollova,

Samova, Koncekova and Kocreck (2014) mention that an access audit checklist is in line with the

principles of Universal Design. The basis of the Universal design concept is to ensure that all built

environments and products designs meet the needs of all end-users.

Chard and Couch (2010), mention an access audit carried out in 1995 at the University of Liverpool.

The student welfare subcommittee carried out an access audit so that facilities for disabled students

can be incorporated into building alterations to enable access for abled and disabled students (Chard

& Couch, 2010). The subcommittee surveyed existing university buildings that were related to the

access of disabled students. The survey provided information about access to university facilities for

current and potential students. Therefore, contributing to the awareness of inclusive design and the

formulation of a strategy for building services to prioritise future work alterations and modifications

concerning the access within the University's built environment (Chard & Couch, 2010). The authors
28
designed and planned the access survey accordingly; 1. They involved disabled persons during the

project, 2. Use the concept of inclusive design for all upcoming facilities and modifications and lastly.

3. The designing and carrying out of the audit had to be done by themselves (Chard & Couch, 2010).

When carrying out an access audit, the following areas are critical aspects should be outlined. Chard

and Couch (2010) state that 1. The evaluation of external environment; car parking lot, dropped kerbs,

signs and street furniture, 2. Building entrances should include ramps, doors and door furniture,

thresholds and floor surface materials. 3 Horizontal circulation, i.e. corridors, should include widths

of doors, obstacles and lastly, vertical circulations, i.e. lifts or elevators. 4. The toilets should be

adaptable for a disabled person, i.e. type, transfer space, rails and equipment, wash hand basins or

zinks (Cardenas-Dow, 2014). Furthermore, the authors state that accessibility includes transport,

parking, set down facilities and the removal of physical barriers and clear signage. i.e. In 1992, the

Royal College of Physician's report on disabled persons recommended four key areas that needed

close attention, these included; parking areas, entrances, facilities and working environments (Chard

& Couch, 2010).

At the University of Liverpool, Chard and Couch (2010), the external environment, the internal

environment, and teaching areas are three access audit tools used. The authors gathered relevant

information from three disabled students. Each student had a different form of impairment; a student

that had a visual impairment, a student with a server upper limb impairment, and lastly, a student that

was a wheelchair user. Moreover, the subcommittee opted to distribute information access constraints

to potential disabled students.

3.5.2 Procedures

The data will make use of technologies such as Zoom for video conferencing and text-based instant

messaging such as WhatsApp so that data can obtain given the mobility restricts of the Namibian

Government.

29
The use of such technologies has its limitations and was highlighted in chapter 1. The table below

shows the steps taken in this study :

Table 2: Steps and procedures

Step 1: Consent Forms Consent forms will be sent out together with the open-ended

questions to SWDs; by obtaining a list of names of SWDs from

the UNAM Disability Unit. SWDs must give their consent by

signing the consent forms before conducting questionnaires and

interviews for the selected participants.

Step 2: Method of Data from participates will be collected depending on the type of

Collection disability they have. An example is interviewing will be

conducted over Zoom call for those with a visual impairment,

and questionnaires sent, to those with hearing impairments and

wheelchair users.

Step 3: Analysis The researcher will take notes of the responses participants give,

which will later be summarised in themes and codes before an

analysis is done.

30
The table below shows the methods of data collection from people with different disabilities :

Table .3: Types of disability

Type of disability Data collection type Data Collection Methods

Visual Impairment Interview ● Zoom call

● Whatsapp

● Telephone

Hearing Impairment Questionnaire ● Email

Wheelchair User Interview/questionnair ● Email

e ● Zoom call

Other disabilities Interview/questionnair ● Zoom call

e ● Whatsapp

● Telephone

3.6.Data Quality Control

According to Chard & Couch (2010), data quality control alludes to the steps and procedures taken

to assure the quality and accuracy of data collected by using the methodology in that particular study.

A paper by Colorafi & Evans (2016) stated that quality control is critical for authenticating the finds

in any study. Moreover, Colorafi et al. (2016) also defined it as the process aimed at monitoring and

maintaining research standards through detecting, reducing, and correcting any problems with the

findings.

Credibility and dependability are essential in promoting the quality of data in the research (Colorafi

& Evans, 2016). Credibility alludes to the level of confidence and accuracy of data in the research

31
and a systematic and thorough interpretation by the researcher (Cardenas-Dow, 2014). On the other

hand, dependability assures that the research done by another researcher and still produce the same

results multiple times (Colorafi & Evans, 2016).

In order to promote the level of data credibility and dependability, the study will provide clear,

detailed, and sequential descriptions of all procedures and methods and the ability to re-examine data

collected by using the same steps to ensure the accuracy of findings.

3.7. Data Analysis

According to Engelbrecht & Beer (2014), data analysis is the process used by researchers to turn large

sets of data to a more coherent story and interpreting it to derive insights. Henderson ( 2015) also

supported this term by defining data analysis as the process of identifying common patterns within

the responses and critically analysing them in order to achieve research aims and objectives

This study will make use of the following data analyse methods:

3.7.1. Graphical data

According to Explorable (2008), charts are a graphical representation of data using symbols such as

bars in a bar, lines, or slices in different types of charts. For this reason, this research will make use

of Excel to generate charts from the data collected.

Excel charts will provide a visual representation of the data sets (Explorable, 2008). Therefore,

creating a clearer picture of the data collected in the research compared to using tables with a lot of

rolls and columns. Furthermore, this will also increase the understandability of the data as it will be

easier to identify trends and patterns (Explorable, 2008).

32
3.8. Ethical Considerations

According to Colorafi & Evans (2016), ethical considerations are the steps taken to ensure that the

fundamental rights of participants in a study are protected. With this in mind, qualitative research

data is collected and interpreted by the researcher, and this can create biases and interpretations that

do not reflect the actual situation when trying to understand the problem (Colorafi & Evans, 2016).In

the case of this research, the participants are students with disabilities at the University of Namibia;

therefore, questions asked should be considerate and interpreted respectfully. Considerations

undertook while conducting this research of participants, as suggested by Henderson ( 2015) are;

informed consent, voluntary participation, anonymity, free from harm, confidentiality, and only

relevant components will be asked. Moreover, the researcher will also issue a permission letter

provided by the supervisor to conduct the study.

3.9. Conclusion

In summary, the qualitative data gathered during the research will be transcribed and reviewed in

order to gain a general sense of data from all respondents. The informative data obtained will involve

the core steps of qualitative data analysis. Hence, the data collected s depicted by arranging the

information into smaller pieces, to create a theme and graphically display the information in tables

and pie charts.

33
 CHAPTER FOUR

RESULTS

4.1. Introduction

In the previous chapter, the basis was on the "How" aspects, otherwise referred to as the methodology.

The methodology applied in this research study culminated the findings or results obtained in this

study. As a recap, the four research objectives addressed to guide this research study were as follows:

1. Identify the proportion of students with disabilities within the general student population on

the UNAM main campus.

2. Analyse the degree of accessibility for students with disabilities at UNAM main campus.

3. Analyse the extent to which the architectural design environment affects learning and

accessibility at UNAM.

4. Formulate recommendations to the University on the possible facilities and policies the

University can include increasing the accessibility of students of persons with disabilities.

The objectives mentioned above formed the reflection point through this chapter and Chapter five, as

demonstrated by the following results below.

34
 4.2. The proportion of students with disabilities

Table 4: Proportion of SWDs

ACADEMI FEMALE MALE TOTAL DROP OUT

C YEAR RATES
ENROLLED DROP ENROLL DROP ENROLLED DROP OUT

OUT ED OUT

2018 85 16 47 7 132 23 17%

2019 67 6 45 5 112 11 10%

2020 73 23 56 20 129 43 33%

TOTAL 225 45 148 32 373 77 21%

Source: UNAM statistics department

The table above shows the proportion of students with disabilities, enrollment and dropout rates from

2018 to 2020 at the University of Namibia main campus. From the table above the average enrollment

rate is 124 students per year, with the majority of students enrolled being male. The drop out rate is

21%, but in 2020, the rate reached 33%, which is higher than average. Notwithstanding, 21% is a

relatively high percentage and constraints in terms of accessibility may play a role. Hence, the total

number of students with disabilities in 2020 is 86.

35
The study had 14 respondents for the questionnaires and 8 participants for interviews. The data

collected from the questionnaire show that a large majority of SWDs are in their fourth/senior year at

the University, representing 46.31% of participants. The majority of participants from the interview

were also in their fourth year, with one participant doing postgraduate studies. The data reveals that

both the interview and questionnaire showed that 42.9% of SWDs are in the faculty of Humanities

and Social science, 35.7% are in the Economics and Management Science and 21.4% across the other

faculties.

36
4.2. The degree of accessibility for students with disabilities at UNAM main campus.

When asked about the unique infrastructure that the University provides, participants of the study had

mixed responses. 28.8% of participants believed that the particular infrastructures for SWDs were

under construction, while 42.9% of participants disagreed with the statement. Only 28.6% of

participants agreed with the statement, but the rest of the participants were unsure. The 28.8% of

student who responded to say the that facilities they need are still under construction shows that there

are some features of the universities architectural design that do no accommodate some SWDs.

Notwithstanding, 50% of the participants agreed to the statement that the University made it a high

priority to create an inclusive and accessible environment for SWDs, while 28.6% of participants

37
were neutral. Hence, a positive response as 78.6% of SWDs was aware of some of the efforts the

University is making.

The interviews with participants revealed that the University offers a Disability Awareness week that

educates, informs and enables students to speak out beforehand, about proper arrangements to being

put in place. Moreover, it also offers inclusivity awareness to ensure that all students; abled and

disabled are included in the learning sphere. Another participant revealed that University enables

students to go to the disability unit to speak about concerns regarding accessibility to classes and

other facilities in order for them to find alternatives that can lead to providing more accessible

facilities and routes for SWDs. In addition to this, the University provides ramps for students in

wheelchairs, all-around most buildings on campus with some buildings having slope pavements

meant for wheelchair users and lifts for the upstairs facilities, that are made wide enough for all

students and staff members.

4.3.The extent to which the architectural design environment affects learning and

accessibility at UNAM.

When participants were asked about the challenges that they face on a day to day basis at the

University, several issues arose:

4.3.1 Access to information and facilities for the visually impaired Students

In the case of students with visual impairment, independent walking and self-guiding draws a

connection with how close buildings or facilities are in close proximity. Thus, a vast or huge

undesignated space between buildings makes it difficult for students with visual impairment to move

around freely. Access to information was a challenge because facilities such as the library are stand-

alone buildings with staircases and open spaces without navigation bars or supports. Difficulties also

arise as the University does not emplace brailles at the library.

38
In addition to this, visually impaired students need assistance to navigate campus because it is difficult

for them to locate lecture rooms. The disability unit has student assistants that assist students with

disabilities; however, they are unavailable at times. The reason for this is because they are also

students, and they may have classes during the times they are needed to assist.

All in all, these factors create the uncertainty of direction for visually impaired students, especially

when crowds of students occupy spaces. The road infrastructure designed on campus has no

accommodation of pathways, in consideration for persons with visual impairment. The walking

passages from both new and old gates (entrances) to the facilities on campus are undesignated for

independent mobility, especially to persons with visual impairment.

4.3.2 Distances and Obstacles for wheelchair users

Wheelchair users are unable to access lecture rooms upstairs. i.e. X Block, Y Block, D Block

(language centre). Partially due to dysfunctional lifts; therefore, students who use wheelchairs hardly

get access to some lecture halls because not all lecture halls have sloping pavement built.

One participant noted that the University has pathways designed to be through passes for wheelchair

users. However, car users occupy these pathways as parking lots, making it difficult for students on

wheelchairs to find their way to lecture halls that are situated upstairs. In addition to this, wheelchair

users are often fatigued during class due to the long distances they have to travel between lecture

rooms. The problem arises when they do not receive assistance to move between classes.

39
Awareness of provisions and policies set by the University

The graphs above depict that 71.4% of respondents from the questionnaires were not aware of the

provisions made for environmental accessibility, and 64.3% were unsure about whether or not the

University provides sufficient literature on provisions and policies with only 14.3% of respondents

being aware of the particular provisions and policies. In the interview section. 62.5% of participants

did not know about the policies and procedures, while 37.5% know.

One participant from the interviews stated that the information had been brailed and made available

in the disability unit so that students with visual impairment have access to services provided by the

Disability Unit. However, it was not something that is given awareness or mentioned during

orientation by the institution. Another participant provided information about the University not

providing the information and that they only gained information about the disability act when

discussed through WhatsApp, a messaging platform. The only assistance received was from staff

members from the Disability Unit that provided information regarding the most accessible routes to

classrooms and the rights of students at the University.

All in all, the data reveals that UNAM needs to do more in terms of raising awareness provisions and

policies.

40
 CHAPTER FIVE

DISCUSSION AND RECOMMENDATIONS

5.1 Introduction

In this section, the findings in chapter 4 will be discussed and summarised. The chapter will discuss

the University's built environment on campus and how it has affected SWDs accessibility. By using

the "handbook on barrier-free and accessibility", recommendations will be given following universal

design guidelines in order to make the institution more accessible and minimise barriers faced by

SWDs. The "handbook on barrier-free and accessibility" is the book used to guide the assessment of

the built environment and provide information about the barriers faced by people with disabilities.

5.2 Discussion of Findings.

Firstly, the handbook stipulates that the use of the universal design ensures the accessibility of PWDs;

furthermore, it minimises the need to adapt to buildings and facilities. For this reason, the study

looked at the physical aspects of the University of Namibia's build environment; divided into two

sections; the external environment and the internal environment and are affected by the universities

policies at the diagram below shows.

Figure 1: Policies related to the external and internal environments

Policies

External Internal
environment environment

41
5.2.1 Policies

In Emong and Eron (2016) literature, the adoption of disability policies enabled the creation of legal

and non-legal frameworks on education, moreover, the establishment of educational infrastructure

targeted to mainstream disability. On the other hand, the findings in this study revealed that the

University has no policies in place for PWDs. Likewise, Kwame Nkrumah University of Science and

Technology ( KNUST) in Ghana, did not have any policies that provide an accessible environment

for SWDs (Gavu, Tudzi, & Shani, 2015). In a brief interview with a coordinator from the Disability

Unit, it was revealed that the institution had recently drafted policies concerning SWDs.

There is a clear depiction that institutions. Are failing to implement policies to facilitate and

accommodate students with disabilities. Secondly, the lack of policies creates an inaccessible

environment for SWDs. Hence, this creates a barrier as policies are non-existent to provide provision

to meet the needs of SWDs.

A connection exists between SWDs and the barriers caused by the University's architectural design

(internal and external environment). Since the institution does not have policies to provision

accessibility, the first step the institution should take is to formulate policies in the conservation of

the National Disability Council Act, 2014. The policies drawn up by the institution should ensure that

specified buildings or facilities constructed should adopt and meet the universal design standards to

ensure that the building facilities accommodate PWDs. Secondly, provisions could ensure that

adequate modifications made should be in consideration of PWDs.

5.2.2 External environment

Analysing the design of the external environment benefits the institution, as this highlights the

potential usability or accessibility of the external environment on campus. Hence, when identifying

the obstacles faced by PWDs, the external obstacles are analysed:

42
Access Routes – the access routes on campus are a contributing factor to the barriers faced by SWDs.

Three visual impaired students pointed out the constraints they have faced when accessing the

building facilities and routes on campus.

One participant recalled past events where they had difficulties accessing certain areas on campus;

however, one particular event took place by Gym Hall. The participant observed as follows:

"I often walked long distances to classes. Moreover, it was challenging when trucks parked in the

walkway by the Gym Hall. Hence it made this made it difficult to navigate to classrooms as I had to

figure out another accessible route to use."

The above statement identifies the following, firstly, the students' challenge of having to walk long

distances, as the student uses a guide dog to assist her in navigating the campus. However, although

the institution gave her access to learn the various routes to use to attend her classes, the student

mentions that challenges faced by her were due to people's attitudes on campus. The neglect of

outsiders, such as the taxi drivers; failing to comprehend how their actions may affect others, was

also a clear indication of the unavailability of warning signs emplaced to avoid such circumstances.

A similar obstacle faced by the SWD is the obstacle faced when motor vehicles block pathways used

by students. It is a clear indication that there are not enough signages put up for vehicle users in order

to prevent them from creating barriers for SWDs. Moreover, the institution's vast size makes it

challenging to access the built environment without the help of assistants from the Disability Unit

In addition to this, the findings showed that road infrastructure on campus does not accommodate

SWDs, especially those students that are visually impaired. Therefore, this is a clear indication that

the institution does not meet the requirements of universal design standards. The universal design

standards ensure that the construction of building facilities and infrastructure designs should meet the

needs of all persons, to minimise the risk of barriers faced.

43
Therefore, the above information indicates that the access routes to lecture rooms and building

facilities are barriers faced by SWDs at UNAM main campus. The handbook stipulates that provision

of access routes for SWD is necessary to ensure that the institution provides prominent points on the

plot boundary.

The institution is to ensure that the built environment is free from protrusion hazards, steps, steep

ramps that affect the passage of wheelchair users. Moreover, a tactile guiding path is a requirement

to ensure that the University accommodates visually impaired students in order for them to familiarise

themselves with the road and pathways. In order to accommodate these changes in the University's

built environment, the institution should ensure that architects and planners implement the universal

design standards to ensure that new and modified buildings design accommodate PWDs.The images

below illustrate a tactile guiding path

Source : (Kinesik Engineering Products, 2013)

Car Parking/ Parking Lot – an assessment of UNAM's parking lot was necessary to ensure that the

University provides standards for accessible car parking spaces designated for SWDs. The parking

lots to the nearest buildings include the general parking close to the library and that which is found

by the Administration block and Dining Hall area. Although the parking lots are within a convenient

44
distance to the building, the barrier identified is that the institution does not have international

symbols marked out signage that indicates parking spaces reserved for PWDs.

This indicates that there is no provision for car parking for persons with reduced mobility. Hence,

there should be signages at the entrance of building facilities to display the designated numbers of

parking spaces reserved for PWDs. Moreover, signs related to barrier access should be located at the

multiple access points/entrances in order to indicate the shortest route to an accessible entrance.

Figure 2: Parking Lots

Source: Handbook on Barrier-Free and Accessibility

45
Ramps and Staircases – a reoccurring complaint mentioned by the SWDs is that the staircases on

campus are considered inaccessible. When elevators are not operating, the alternative for all

individuals is to use staircases. However, this is not the case for SWDs as the results from the

respondents identified that steps/ staircases are barriers faced by many SWDs disabilities at UNAM

main campus. SWDs that are most affected are wheelchair users, hence making it difficult for them

to access various building floors.

The Handbook on Barrier-Free and Accessibility outlines that staircases should not have more than

eleven steps at any flight, without an introduction of a landing. The institution has implemented this

at both X and Y Blocks. However, this is not implemented at other buildings., i.e. such as the library.

Moreover, each staircase has properly fitted handrails on both sides of the staircase. Hence, according

to the handbook, handrails enable accessibility. However, although, the institution has made

provision for the handrails, there is no provision for tactile warning strips—the lack of tactile warning

strips makes it challenging for visually impaired students to utilise staircases. Hence, making it

inaccessible.

46
 Figure 3 UNAM staircases

Source: (University of Namibia, 2020)

Figure 4 Staircases with tactile warning strips

Source : (Kinesik Engineering Products, 2013)

The Handbook on Barrier-Free and Accessibility mentions that an appropriate design of ramps is

essential; hence, the University should provide ramps at every change in level rather than applying

them in areas where there are accessible elevator mechanisms. Moreover, the lack of interior ramps

indicates that the building facility does not accommodate a broader range of building users, such as

wheelchair users. Lastly, not all ramps on campus have handrails on both sides, so that they are useful

and efficient to use by those students with mobility problems. Therefore, the institution should

provide that handrails are available at all building facilities ( including internal ramps), each ramp

should have handrails and always ensure that ramps are not with a steep gradient; as this makes speed

control difficult when going down the slope.

47
 Figure 5 Ramps at UNAM

Source: (University of Namibia, 2020)

Corridors or Pathways – in the handbook, it is stipulated that corridors are designed to provide

internal circulation for all individuals within the building. The audit identified that outside corridors

at the University have an appropriate dimension that allows SWDs to have accessible access routes

to move. However, this is not the case for most buildings, i.e. the Disability Unit in Block D. A

student that cerebral palsy, had the following to say about the Disability Unit:

"The institution should expand the Disability unit, as it is too small to accommodate students.

Moreover, the width of the pathways inside the building makes it challenging for wheelchair users as

there is not enough turning space available for them."

The institution does not have a luminous contrast between the walls and buildings in some of its

buildings. Hence, making it difficult for visually impaired students to manoeuvre through certain

individual buildings due to lack of appropriate lighting with adequate illumination. Although most

48
corridors on campus receive natural lighting during the day, the passageway by X and Y Block did

not have adequate lighting. The picture below displays the following:

Figure 5 Corridors at X and Y Block

Source: (University of Namibia, 2020)

5.2.3 Internal Environment

Analysing the design of the internal environment benefits the institution, as this highlights the

potential usability or accessibility of the internal environment that create constraints for students with

disabilities on campus. Hence, when identifying the obstacles faced by PWDs, the internal obstacles

are analysed:

Elevators - the University has placed elevators and X Block, Y Block, W Block and those found

inside the library. However, SWDs on campus grounds consider elevators as a barrier that affects the

access to facilities on campus. This is because the elevators are to have handrails used as a gripping

surface; however, both elevators at X and Y Block do not have handrails installed in the lifts.

49
SWDs do not have an alternative mean of access when the elevators are not operating, hence, making

it difficult for them to access some building floors. Therefore, elevators should be working throughout

the hours' students are on campus; in addition to that, the institution should provide more elevators

on campus at building facilities that do have any.

Lavatories/ Toilets – Toilets close to the main hall often closed, only those for abled students are

open. However, the toilets by X Block and Y Block that are open for use, do not have lavatories that

accommodate SWDs. Hence, the lavatories audited include those at the Disability Unit. At the

Disability Unit, there is one toilet for students with disabilities; the toilet accommodates both male

and female students. Moreover, the toilet has particular features that make the toilet inaccessible for

PWDs. Features identified in the cubical included; no grab rails and there was no urinal mounted to

the wall.

Figure 6: Disability unit toilet

Source: (University of Namibia, 2020)

However, there is enough space in the cubicle for wheelchair users to manoeuvre. In terms of signage,

toilets for SWDs have clear signage that indicates where the bathroom is situated.

50
 Figure 7: Signages

Source: (University of Namibia, 2020)

Since the University has a student population of over 100 students, the University should make

provision to have at least five or more toilets that accommodate SWDs. Since the University does not

comply with this objective, it is clear that the institution does not implement the W.C. provision. The

CPWD (2014) mentions that the W.C. provision ensures that every floor should be at least one toilet

on each floor that accommodates PWDs; however, this not the case at the institution.

5.4. Further recommendations

The information above closely looks into the external and internal factors; buildings and infrastructure

that cause constraints for PWDs. Therefore, for the institution to minimise the barriers faced by

SWDs, further recommendations include :

5.4.1 Formulate policies guided by the NDC, Act, 2004

Ensure that the institution formulates standards by the Government as provided under the National

Disability Council Act, 2004. The standards will help the institution to create policies that provide

51
provision on upcoming construction and modifications of building facilities to ensure that architects

and planners follow the universal standards to prompt the execution of building facilities that

accommodate PWDs. In order to create policies that satisfy the needs of SWDs, the institution should

ensure that policies take into consideration the various types of disabilities instead of mainstreaming

one type of disability and rather, accommodate all students. Hence, in doing so, the institution creates

policies that provide provision for enough space and manoeuvring clearances for all SWDs in order

to avoid hazards and barriers.

5.4.2 Conduct access audits

Secondly, the institution should conduct an assessment on all building facilities at the main campus,

alongside the formulation of policies. However, because the institution is a public university, there is

a need for government intervention during the access audit process as it is of primary responsibility

for the Namibian Government to ensure the integration of all citizens; whether abled or disabled. The

National Disability Council (NDC) is a government body that ensures that access audits take place

on public buildings at the University, and nationwide. The audit provides recommendations on how

inaccessible building facilities are, and how best to make them accessible.

SWDs with disabilities agreed that the institution is vast, hence affecting their accessibility as it is

hard for them to navigate on a big landscape. Moreover, others mention that not enough changes have

been made by the institution to accommodate SWDs; therefore, the government bodies can inspect

building facilities to ensure that necessary funds are provided to create an accessible environment.

For instance, the audit can contribute o site development. Site development is significant when it

comes to resolving problems created by definitive architectural designs (CPWD, 2014).

5.4.3 Educate stakeholders about the rights of PWDs to accessible buildings

General public

52
The institution is to create a platform that fights against the stigma of PWDs, in order to educate

students, staff members about the rights of students with disabilities. All students and staff members

should be educated on how best to be considerate to SWDs, needs. In regards to staff members,

lecturers should ensure that their classrooms are within a suitable walking distance and where SWDs

will experience the least constraints when accessing routes to their classrooms. Moreover, the

institution should provide more facilities; hostels that cater to SWD as there is a lack of

accommodation for them at both new and old hostels.

Disability Unit

Firstly, the Disability Unit should finalise the draft policies to ensure that they amend the constraints

faced by SWDs and to ensure that there is a provision in place to ensure a safe and inclusive

environment. Moreover, the unit should act fast, to concerns raised by SWDs with disabilities to avoid

a heap of accumulated problems that need fixing.

5.5 Conclusion

People with disabilities face numerous challenges; however, the cause of the restrictions faced by

persons with disabilities, is due to the built environment and not their disability. Built environments

not designed for persons with disabilities create disadvantages for them. Hence, from the discussion

above, it is clear that UNAM's built environment does not cater to meet the needs of persons with

disabilities. Therefore, for the institution to minimise the barriers faced by persons with disabilities,

they should ensure that they promote the use of Universal Design in order to accommodate the

population of disabled students with varying disabilities. Hence, gaining knowledge and insight into

this, the institution can change the dominant paradigm that privileges specific learning methods over

others.

53
 CHAPTER SIX

CONCLUSION

As the results of the research indicate, a majority of students with disabilities agreed that campus

administrators make it a high priority, to ensure that the institution is accessible and inclusive for

them. As they believe and agree that the institution's architectural design supports and enables easy

access to all facilities provided at the main campus. However, students with disabilities also disagree

that the institution has infrastructural facilities that meet their specialised needs as they have had to

adapt to the University's built environment. Moreover, most students that agreed that the institution

is accessible are usually in the Faculty of Economics, Faculty of Education and Faculty of Humanities

and Social Science. The reason for their choice of the academic study also depends on how accessible

it is for SWDs to gain access to their classes.; as the classrooms and lecture offices locations are at X

Block and Y Block. Moreover, the Disability Unit is near X and Y Blocks, hence making it easier for

students to manoeuvre on campus. The inaccessibility to particular buildings on campus limits SWDs

options of choice of study, hence, this contributes to the increase in the dropout rate of students as

they are not satisfied with the services provided, and how certain facilities limit them from pursuing

their education.

Additionally, problems arise when classroom areas shift to other areas on campus, which are

considered inaccessible for persons with disabilities. The results revealed that a majority of barriers

faced by students with disabilities include, many stairs, not enough lifts, and lack of signages and a

lack of W.C. provision for lavatories on campus. In addition to this, difficulties for visually impaired

students arise when they have to navigate campus on their own, as a result of the unavailability student

54
assistants. Therefore, when visually impaired students do not have anyone to assist them, they are

unable to navigate the campus on their own because of the vast distances on campus.

All in all, the above information indicates that these reoccurring barriers faced by SWDs are a result

of the lack of policies. Therefore, from the information obtained to chapter one to five, it is clear that

with the right policies put in place, the change will occur. Moreover, with the increasing number of

persons with disabilities in Namibia, the institution needs to cater to this growing demographic. As

when they are at a tertiary level, they would have come up with remedies fit to tackle the barriers

facing students with disabilities. In addition to this, the drop out rates will decrease when the

institution creates an environment accessible for all. The reason for this is that students will have

options to study other courses when the institution creates access to classrooms that can be accessed

by students with disabilities.

55
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