Author ORCID Identifier:

https://orcid.org/0000-0002-6819-1259

Date of Graduation

7-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Public Policy (PhD)

Degree Level

Graduate

Department

Public Policy

Advisor/Mentor

Zajicek, Anna

Committee Member

Fields, LaShawnda

Second Committee Member

Hunt, Valerie

Keywords

Caribbean; Disability Policy; Disability Studies; Higher Education; Inclusive Education; Post-secondary studies

Abstract

Within the English-speaking Caribbean, research at the intersection of inclusive education policy and higher education (HIED) remains limited. Despite the ratification of the United Nations Convention on the Rights of Persons with Disabilities (2006) by countries across the region, the establishment of the CARICOM Special Rapporteur on Disabilities, and the creation of several pieces of national disability legislation, there is little evidence regarding the effectiveness of these initiatives at improving access to HIED. Therefore, this dissertation contributes to regional scholarship on inclusive education by examining how access to, and experiences within HIED institutions are shaped for students with disabilities. This project adopts a three-article format to examine this issue through three distinct yet interconnected research questions. The first article presents a scoping literature review that assesses the current state of knowledge and identifies gaps in the existing literature. The review highlights persistent structural to cultural barriers to inclusion. Structural barriers include limitations within regulatory and funding frameworks that contribute to inadequate infrastructure, assistive technologies, and limited human resource capacity. Cultural barriers, such as stereotypes, negative attitudes, and limited public awareness about persons with disabilities were also recognized as impeding the implementation of inclusive education. The second article draws on interviews with current students and recent graduates at the University of The Bahamas to examine how disability policies are experienced in practice. The findings indicate that the existence of a “Students with Disabilities policy” alone is insufficient to ensure equitable access for students with disabilities and chronic health conditions. Participants’ experiences reveal the importance of policy implementation, institutional practices, and the need for awareness-raising initiatives in shaping educational inclusion. These findings also provide the foundation for exploring more culturally relevant approaches to communicating research and policy. Building on these findings, the third article adopts a conceptual approach to examine the potential of using cultural traditions such as Liming and Ole Talk, as research dissemination strategies. This work contends that these culturally grounded and affirming practices have the potential to enhance knowledge capacity, improve public acceptance, and increase awareness of disability rights and inclusion within the Caribbean context. Collectively, these articles provide new insight into the relationship between policy, institutional practice, and culture in shaping access to and experiences within HIED. This dissertation provides recommendations for policymakers, educators, and other stakeholders, while understanding that disability rights requires both institutional commitment and broader cultural transformation.

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