Special Needs Students’ Lived Experiences of Support Practices in Higher Educational Institutes in Pakistan

Abstract

This narrative study investigates the lived experiences of special needs students regarding the support practices provided by higher education institutes. Through in-depth interviews with four participants, we unveil the intricate relationship between these practices and the student's educational experiences and overall well-being. The findings illustrate the empowering potential of effective support practices, with participants highlighting the crucial role of dedicated teachers who demonstrate understanding and embrace diverse teaching styles. Equal opportunities, including access to scholarships, internships, and job placements, emerge as crucial factors fostering a sense of belonging and empowering students to pursue their aspirations. The cooperative and inclusive environment, encompassing inclusive classrooms, disability resource centers, and assistive technologies, positively impacts students’ academic success and emotional well-being. However, the research also sheds light on the detrimental consequences of inadequate support practices, revealing how a lack of understanding and resources can lead to discouragement, demotivation, and educational barriers. These findings underscore the need for higher education institutions to assess and enhance their support structures for special needs students, promoting equitable access to education. This study emphasizes the crucial role of comprehensive support practices in creating an inclusive and empowering educational landscape, advocating for the full participation of all students, irrespective of their abilities.