Access, barriers, and quality of life: Student perspectives on disability support in higher education

Abstract

Purpose The purpose of this study was to examine students’ perspectives on access to disability support services, perceived barriers to service utilization, and quality of life within public higher education contexts. By examining these dimensions within the same study design and participant sample, the study aimed to provide a broader student-centered understanding of disability support and well-being in higher education. Design/methodology/approach A cross-sectional survey design was employed with 79 students with disabilities who were formally registered with disability or student support services at two public universities in the Middle East, located in Qatar and Jordan. Data were collected using a questionnaire assessing perceived access to accommodations and barriers to service utilization, alongside the World Health Organization Quality of Life–BREF (WHOQOL-BREF). Nonparametric statistical analyses were conducted to examine differences in student-reported experiences across the two institutional contexts. Results Students reported moderate overall access to disability-related accommodations and support services (Mdn = 1.95, IQR = 1.81–2.17) and moderate perceived barriers to service utilization (Mdn = 1.65, IQR = 1.47–2.00). Significant between-context differences were observed in access to selected accommodations, perceived barriers, and quality-of-life domains. Notable differences included quiet examination rooms (U = 249.00, p < .001, r = .65), physical health quality of life (U = 245.00, p < .001, r = .59), environmental quality of life (U = 251.00, p < .001, r = .58), and financial barriers to accessing services (U = 326.00, p < .001, r = .55). Overall, the findings indicate that students’ experiences of disability support varied across contexts in ways that were reflected in both service access and quality-of-life outcomes. Conclusion This study contributes original evidence by examining access to disability support services, barriers to utilization, and quality of life within the same study design and participant sample. By foregrounding students’ perspectives and providing contextually grounded evidence from underrepresented higher education settings, the study offers valuable baseline insights to inform inclusive policy and service development in higher education.