A framework for enhancing information accessibility for students with physical disabilities in Kenyan universities through ergonomic interventions

Abstract

Abstract

This study investigated how ergonomic interventions can enhance information accessibility for students with physical disabilities in Kenyan universities to develop a comprehensive framework. Using a mixed-methods approach involving surveys and interviews across selected public universities, the study identified significant gaps in inclusive infrastructure, policy implementation, staff preparedness and resource allocation. Findings revealed that while some institutions had initiated ergonomic improvements, most efforts remained fragmented, underfunded or misaligned with the lived experiences of SWPDs. In response, the study proposes a user-centred framework comprising six interlinked pillars: Policy and Governance Integration, Dedicated Resource Allocation, Capacity Building and Awareness, User-Centred Design and Consultation, Continuous Assessment and Feedback Mechanisms, and Inter-stakeholder Collaboration. The framework is designed to foster systematic, sustainable and inclusive ergonomic practices that enhance physical and digital accessibility. The study concludes that adopting this framework can support Kenyan universities in creating more inclusive learning environments where SWPDs can access information equitably.