Abstract:

LGBT+ university students with disabilities are a group for which research evidence is limited. Existing literature focuses on the experiences of LGBT+ university students with disabilities in higher education. Findings from the few studies suggest that LGBT+ university students with disabilities experience poor mental and physical health, reduced access to disability services, and often suffer marginalization. This study aims to explore the views of higher education university students on the formulation of key priorities for the effective inclusion of LGBT+ people with disabilities in tertiary education. The study is qualitative research. The study sample consisted of 30 fourth-year students, aged 20–39 years (M = 22.73 and s.d.= 5.2). Semi-structured interviews were administered to collect data. Data analysis was based on a mixed methodology, with qualitative analysis (the inductive content analysis method) and quantitative analysis (descriptive statistics). The findings suggested that the majority of university students consider that the key priorities of a university for adequate attendance of LGBT+ university students with disabilities are the universal planning for the creation of an accessible university (80%), acceptance and respect (20%), enrichment of the curriculum with relevant academic courses, enhancement of students’ sense of comfort and safety at the university, and the realization of changes for individuals with disabilities rather than LGBT+ individuals (6.7%, respectively). The main suggestions mentioned were appropriate accessible facilities (40%), acceptance of all (26.7%), training, workshops, and seminars (20%), compulsory courses for LGBT+ individuals, and unrestricted access to education (6.7%).

Keywords:

Effective inclusion, LGBT+ university students with disabilities, tertiary education.