Enhancing study engagement and inclusion of students with disabilities in higher education through self-determination

Despite the well-established benefits of supporting students' autonomy, competence, and relatedness (as outlined in Self-Determination Theory) for study engagement, its potential to enhance the study experience, success, and inclusion of students with disabilities (SWD) in Higher Education (HE) remains understudied. This qualitative study explores the engaging study experiences reported by SWD in a segregated English course aiming to promote autonomy, competence, and relatedness, as well as the extent to which these factors facilitated these experiences. Based on interview data (N = 9) analysed using deductive and inductive strategies, five learning modes were identified, with the engaging study experiences relating almost equally to competence, autonomy, and relatedness. Most of the engaging study experiences occurred through dialogue with the teacher and participation in support groups, underscoring the importance of teacher-student and student-student interaction in enhancing these students' study engagement. Given the universal nature of self-determination, the findings have implications for diverse fields within HE. Contrary to the current negative perception of segregated groups, this paper argues that when such groups promote autonomy, competence, and relatedness, they can effectively engage SWD in learning and, as a result, enhance their inclusion in HE. Practical implications and directions for further research are discussed.