ORIGINAL RESEARCH article
Front. Educ.
Sec. Special Educational Needs
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1645115
This article is part of the Research TopicEducation To Enhance The Inclusion Of All LearnersView all 14 articles
Disability in Lebanese Higher Education: Unveiling Students' Experiences
Provisionally accepted
- Saint Joseph University, Beirut, Lebanon
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The number of students with disabilities in higher education institutions is steadily increasing.Research highlights that fully embracing inclusion requires hearing the voices of students with disabilities and understanding their specific needs to identify both obstacles and facilitators. In Lebanon, where 10-15% of the population is estimated to have disabilities, inclusive practices in higher education remain largely under-researched. This study adopts a qualitative multiple case study design to examine the lived experiences of five university students with intellectual disabilities across different campuses in Lebanon. Data were gathered through semi-structured interviews, offering in-depth insights into the challenges they face, their needs, and the broader context of inclusion within Lebanese higher education institutions. Results revealed persistent barriers related to accessibility, communication, and inconsistent institutional support, while also emphasizing the crucial role of faculty, staff, and peers in fostering inclusion. These findings will inform policy recommendations, guide interventions, and lay the groundwork for future longitudinal research on improving inclusive learning environments in Lebanon's higher education sector.
Keywords: Disability, inclusion, higher education, student experience, Qualitative design
Received: 11 Jun 2025; Accepted: 18 Aug 2025.
Copyright: © 2025 Jaber, Kosremelli Asmar and Stephan Yeretzian. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Kawthar Jaber, Saint Joseph University, Beirut, Lebanon
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