Barriers to Inclusive Education for Adults with Disabilities: A Case Study of Lived Experiences from Selected Universities in Hargeisa, Somaliland

Globally, an estimated 1.3 billion people—approximately 16% of the world’s population—live with disabilities, yet access to higher education remains highly unequal, particularly in low-income and post-conflict contexts. In Africa, nearly 90% of children with disabilities are excluded from schooling, a disadvantage that often persists into adulthood. In Somaliland, little empirical evidence exists on inclusive practices within universities. This study examined physical, instructional, and institutional barriers to inclusive education and explored the lived experiences of university students with disabilities in Hargeisa. A descriptive cross-sectional mixed-methods design was employed. Quantitative data were collected using structured surveys among 87 participants comprising academic staff, institutional leaders, and students with disabilities from five universities. Qualitative data were generated through in-depth interviews with selected students and deans. Quantitative data were analyzed using descriptive statistics, while qualitative data underwent thematic analysis. Findings revealed that although 58.9% of respondents were aware of inclusive education policies, only 21.4% reported the existence of written institutional policies. Access to assistive technologies (17.9%) and dedicated budget allocations for disability inclusion (5.4%) were critically limited. Qualitative findings highlighted persistent physical inaccessibility, negative socio-cultural attitudes, inadequate instructional adaptations, and weak psychosocial support. Inclusive education in Somaliland universities remains underdeveloped. Weak policy implementation, limited institutional resources, and entrenched stigma continue to restrict equitable participation for students with disabilities. Comprehensive policy enforcement, infrastructure development, staff capacity building, and strengthened student support systems are urgently required to advance inclusive higher education.