ROLE OF ACADEMIC LEADERS IN CREATING INCLUSIVE ENVIRONMENT THROUGH TECHNOLOGICAL INTEGRATION FOR STUDENTS WITH DISABILITIES: THE CASE OF AMBO UNIVERSITY

Abstract

The primary aim of this study is to examine how academic leaders may foster an inclusive environment for students with disabilities by integrating technology. The researcher used an explanatory mixed-methods design to achieve the stated goal. Thirty-two students with disabilities, 62 teachers, and 32 academic leaders took part in the study. Two instruments were used by the researcher to gather data: an interview with academic leaders only and a questionnaire for instructors, students with disabilities, and academic leaders. In summary, there was a (-0.408) association between academic leaders and SwDs, and a (0.253) link between teachers and SwDs. Furthermore, the multiple regression result (P = 0.053) shown that SwDs' technology usage is not significantly predicted by the three variables of academic leaders' traits: inclusive leadership and vision; inclusive support, management, and operations; and social, legal, and ethical issues. The qualitative inquiry also revealed that a variety of factors, including plan implementation issues, low SwD enrollment rates, cooperation amongst relevant entities, and policy enforcement, contribute to the low level of technology integration. It is advised that the entire university community recognize the issues with teaching and learning caused by SwDs and collaborate to find technological solutions.

Key Words:     Academic leaders, Inclusive environment, Students with Disabilities,    Technological integration.