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Effect of Disability-Inclusive Health Education on Knowledge of Accessibility Needs among University Students in Nigeria

Abstract

Accessibility is an important component of disability-inclusive health and education because people with disabilities may encounter physical, communication, informational, technological, and attitudinal barriers when accessing healthcare and other essential services. University students in Nigeria may have limited knowledge of the accessibility needs of persons with disabilities, including requirements for wheelchair access, accessible toilets, sign-language interpretation, visual and audio information, accessible communication, assistive technologies, priority services, and appropriate interaction with people with different types of disabilities. Limited awareness may contribute to stigma, exclusion, inappropriate communication, and failure to support accessible environments within universities and healthcare settings. Disability-inclusive health education provides an opportunity to improve students' understanding of accessibility needs and promote inclusive attitudes and practices. Against this background, this study investigates the effect of disability-inclusive health education on knowledge of accessibility needs among university students in Nigeria. The study will be anchored on the Social Model of Disability, Social Cognitive Theory, and Health Belief Model. The Social Model of Disability emphasizes that disability-related limitations may arise from environmental, institutional, communication, and attitudinal barriers rather than from an individual's impairment alone. Social Cognitive Theory emphasizes observational learning, behavioural modelling, self-efficacy, peer influence, reinforcement, and environmental factors in shaping students' knowledge and attitudes toward disability inclusion. The Health Belief Model explains how students' perceptions of the importance of accessibility, perceived benefits of inclusive practices, perceived barriers, self-efficacy, and cues to action may influence their understanding and responses to accessibility needs. Collectively, these theoretical perspectives provide a suitable framework for explaining how disability-inclusive health education may influence knowledge of accessibility needs among university students in Nigeria. The study will adopt a quantitative quasi-experimental or analytical cross-sectional research design. The study population will comprise undergraduate and postgraduate students aged 18 years and above enrolled in selected public and private universities across Nigeria. A multistage sampling technique will be used to select geopolitical zones, states, universities, faculties or departments, levels of study, and eligible students. Disability-inclusive health education will be assessed using indicators such as exposure to disability-inclusion education sessions, frequency and duration of education, information on different types of disabilities, physical accessibility, accessible entrances and pathways, ramps and lifts, accessible toilets, seating arrangements, communication accessibility, sign-language interpretation, Braille and large-print information, audio and visual communication, assistive technologies, accessible digital platforms, reasonable accommodation, inclusive healthcare services, disability etiquette, and appropriate interaction with persons with disabilities. Knowledge of accessibility needs will be assessed using indicators such as students' ability to identify physical accessibility requirements, recognize communication needs, understand the importance of accessible information, identify appropriate assistive technologies, understand reasonable accommodation, recognize barriers experienced by persons with disabilities, identify inclusive healthcare requirements, and distinguish appropriate inclusive practices from stigmatizing or discriminatory behaviours. Data will be collected using structured questionnaires, standardized disability-inclusion and accessibility knowledge assessment tools, scenario-based questions, and pre-test and post-test assessments where a quasi-experimental intervention is adopted. Descriptive statistics will be used to summarize students' demographic and academic characteristics, previous exposure to disability information, sources of information, experience interacting with persons with disabilities, and knowledge levels. Inferential statistical techniques, including chi-square tests, paired and independent t-tests, correlation analysis, and logistic or multiple regression analysis where appropriate, will be used to determine the effect of disability-inclusive health education on knowledge of accessibility needs. Where a quasi-experimental design is adopted, knowledge scores before and after the educational intervention may be compared with those of a comparison group to determine changes associated with the intervention. Diagnostic tests will also be conducted to assess the reliability, validity, and robustness of the findings. The study is expected to find that disability-inclusive health education has a significant positive effect on knowledge of accessibility needs among university students in Nigeria. Students exposed to structured, practical, and inclusive education are expected to demonstrate greater knowledge of the physical, communication, informational, technological, and healthcare accessibility needs of persons with disabilities than students without comparable exposure. Education may improve students' understanding of accessible buildings, pathways, toilets, communication systems, assistive technologies, accessible information, reasonable accommodation, and inclusive healthcare services. Scenario-based learning may also improve students' ability to identify inappropriate practices and respond respectfully to different accessibility needs. Education may reduce misconceptions and encourage students to recognize that accessibility is an important component of inclusion, participation, dignity, and equitable access to services. However, limited exposure to disability issues, inadequate university accessibility infrastructure, social stigma, misconceptions, limited disability-awareness resources, and inconsistent institutional inclusion policies may reduce the effectiveness of education alone. The study therefore expects practical, sustained, and disability-inclusive health education, supported by accessible university environments and institutional policies, to contribute significantly to improved knowledge of accessibility needs among university students in Nigeria. The study is expected to contribute to the literature on disability inclusion, accessibility awareness, disability-inclusive health education, university student health, health equity, inclusive healthcare, assistive technology, health promotion, social inclusion, and public health in Nigeria. The findings will provide useful information to the Federal Ministry of Health and Social Welfare, Federal Ministry of Education, universities, university health centres, disability support units, healthcare professionals, disability organizations, student organizations, public health practitioners, development partners, and policymakers regarding strategies for strengthening disability-inclusive education and services. The study will also provide evidence-based recommendations for integrating disability-inclusive health education into university programmes, improving accessibility-awareness training, strengthening disability support services, developing accessible information materials, improving physical and communication accessibility, promoting inclusive healthcare practices, and developing sustainable interventions that improve university students' knowledge of accessibility needs across Nigeria.

Keywords: Disability-inclusive health education, accessibility needs, knowledge, university students, disability inclusion, health equity, accessibility awareness, assistive technology, inclusive healthcare, social inclusion, Nigeria, public health.