Digital Library Access for Students with Disabilities

Perceptions from Kenyan Public Universities

Abstract

This study explored the perceptions of students with disabilities (SWDs) regarding access to digital library resources in Kenyan public universities. Despite growing digitization in higher education, equitable access for SWDs remains limited due to gaps in awareness, communication, and institutional support. Guided by an interpretivist paradigm, the study adopted a qualitative, multi-method design involving interviews, observations, and document analysis across six public universities. Data were analyzed thematically to capture SWDs’ perceptions alongside insights from university library staff and disability coordinators. The findings revealed that while most universities have made progress toward digital inclusion, many SWDs perceive existing digital library environments as insufficiently accessible or responsive to their needs. Limited awareness of available digital services, inconsistent communication mechanisms, and inadequate personalized support were identified as major barriers. Institutional practices were often reactive rather than systemic, with accessibility efforts dependent on individual initiative rather than policy-driven accountability. Nevertheless, positive perceptions emerged where libraries had integrated accessibility helpdesks, conducted digital literacy training, and adopted adaptive technologies aligned with Universal Design for Learning and the International Classification of Functioning, Disability, and Health. The study concludes that improving perceptions of digital library access requires strengthening institutional awareness, inclusive communication, and sustainable support structures. It recommends that policymakers develop accountability frameworks for digital accessibility, institutions establish proactive accessibility systems, practitioners enhance communication and training for SWDs, and researchers further investigate perception-based barriers across diverse institutional contexts.