Assessment of Accessibility of Disabled Students in the Public University Infrastructure in Albania

Anila  Sulaj; Eris  Dhamo; Brunilda  Kondi; Arben  Kambo

doi:10.36941/jesr-2021-0064

Authors

Anila Sulaj Department of Rural Tourism Management, Faculty of Economy and Agribusiness, Agriculture University of Tirana, Street “P. Vodica”, Kamez 1029, Tirana, Albania
Eris Dhamo Department of Work and Social Politics, Faculty of Social Sciences, University of Tirana, “Gjergj Fishta” Boulevard, Tirana, Albania
Brunilda Kondi Faculty of Foreign Languages, University of Tirana, Elbasani Street, Tirana, Albania
Arben Kambo Department of Mathematics and Informatics, Faculty of Economy and Agribusiness, Agriculture University of Tirana, Street “P. Vodica”, Kamez 1029, Tirana, Albania

DOI:

https://doi.org/10.36941/jesr-2021-0064

Keywords:

accessibility and mobility, disabled students, university infrastructure, learning and teaching methods, public universities, Albania

Abstract

This study was carried in the academic year 2018-2019, aiming at assessing the situation of infrastructure and social care for disabled students in public universities in Albania. The goal of this survey was to contribute toward providing effective academic services and upgrading the infrastructure access for disabled students, to help them to get access and mobility in university settings. Twelve public universities were surveyed for the accommodation and the nature of specialized services to pursue successfully a higher education program for disabled students. Specialized teaching, supportive offices regarding academic accommodation, transportation, and social care, and other educational equipment are missing in most public universities. This survey revealed special needs and possible access to university settings. Achieving equitable inclusion and the implementation of higher education actions within HES in Albania remains a permanent challenge to create adequate learning and teaching spaces for special needs for disabled students.

Received: 2 March 2021 / Accepted: 15 April 2021 / Published: 10 May 2021