Lived Experiences and Support Needs of Students with Disabilities: A Phenomenological Approach to Achieving SDGs 3,4, 10, and 11
Authors: Gloria Daianne S. , Pelayo Elmira Thrina C. , Castro Rowell 
Published: October 2024

Introduction: This study investigates the experiences, challenges, and needs of students with special needs and disabilities, aiming to create accessible facilities that support their educational requirements. Anchored in the Universal Learning Design and Social Model of Disability frameworks, it explores inclusive practices that promote equitable access. Employing a phenomenological qualitative approach, the research gathered data through semi-structured interviews with 16 students diagnosed with disabilities. The thematic analysis revealed three key areas of concern: infrastructure and facilities, physical education courses, and student support services. The identified needs include accessible infrastructure, assistive technology, and tailored academic accommodations, integrated into the concept of a "HUB." The study’s implications underscore the importance of inclusive learning environments, aligning with Sustainable Development Goals (SDGs) related to quality education, well-being, and reduced inequalities. The originality lies in contextualizing the experiences of these students, with findings that could inform institutional policies and enhance support for diverse student populations.
 
Objective: The objective of this study is to investigate the experiences, challenges, and needs of students with special needs and disabilities to create a learning hub where they can feel supported in all aspects of their educational needs.
 
Theoretical Framework: The study is anchored on the frameworks of Universal Learning Design and the Social Model of Disability. These frameworks focus on creating inclusive educational practices and systems that provide equitable access and opportunities for students with disabilities.
 
Method: This study employs a phenomenological qualitative approach, as outlined by Creswell (2013), to explore the lived experiences of students with special needs and disabilities in higher education. It involved sixteen (16) student participants who were all medically diagnosed as people with a disability. Data was collected through semi-structured interviews, which allowed for flexibility while ensuring that key topics related to the participants' experiences were covered. Each interview lasted for approximately 45-60 minutes and took place in a comfortable setting, both in-person or via a virtual platform.
 
Results and Discussion: The interviews were transcribed and manually coded with three emerging themes under the experiences and challenges, these being: infrastructure and facilities, physical education courses, and student support services. Emerging themes from specific support services they need are accessible facilities and infrastructure, assistive technology and academic accommodations, and dedicated support services & counseling.
 
Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how the results can be applied or influence practices in the field of inclusive and equitable quality education. These implications could encompass SDG 4 Quality Education, SDG 3 Good Health and Well-Being, SDG 10 Reduced Inequalities, and SDG 11 Sustainable Cities and Communities.
 
Originality/Value: This study contributes to the literature by highlighting the contextualized experiences, challenges, and needs of students with special needs and disabilities in higher education. The relevance and value of this research are evidenced by its potential to inform institutional policies and practices that address the unique needs of students with special needs and disabilities. By identifying key challenges and support mechanisms, the study contributes to creating a more inclusive academic environment, promoting equity, and ensuring that all students have access to quality education. Additionally, the findings can help guide the development of accessible facilities, tailored support services, and academic accommodations, further enhancing the university’s capacity to meet diverse student needs.