Perceptions of Disability in Higher Education and Employment: Voices from Campus and the Workplace

INTRODUCTION: International conventions have been established to guide the academic and employment integration of persons with disabilities, and these frameworks have been widely adopted across sectors. Ethiopia has embraced these international conventions and developed corresponding national directives for implementation within higher education institutions and the world of work. However, the enforcement of these policies remains inconsistent, and there is limited understanding of whether the academic and employment environments truly meet the needs of persons with disabilities. METHODOLOGY: This study employed a survey design to explore the perception of students, instructors at the university as well as the experiences of employers and rights organizations. Students without disabilities participated in a standardized assessment—the Multidimensional Attitude Scale Toward People with Disabilities—while students with disabilities were interviewed about their academic and social experiences. University instructors shared insights into their readiness to accommodate students with disabilities in their classrooms. In the employment sector, selected private-sector employers and associations supporting disability rights were engaged to examine workplace inclusivity.  RESULTS: The findings indicate that, although students without disabilities and instructors generally hold positive attitudes toward students with disabilities, the latter reported that they do not receive the specialized support and provisions outlined in official proclamations. Instructors often overlook necessary accommodations during instruction, creating challenges for students pursuing their studies. Employers exhibit minimal awareness of the rights of persons with disabilities and their obligations to ensure equitable opportunities. Disability Rights Advocacy organizations report that, despite their persistent efforts to encourage employers to hire persons with disabilities and foster inclusive work environments, meaningful progress remains elusive. CONCLUSION: There is a need for strengthened enforcement mechanisms and institutional commitment to inclusivity through collective effort from policymakers, educators, employers, and society at large to ensure meaningful inclusion both in academic settings and at workplaces.