ABSTRACT
This chapter presents a discussion about the facilitating and hindering factors influencing the educational experiences of students with disabilities in higher education. It shows that the understanding of the term disability varied among the students. For some participants, disability was based on their impairment which affects their educational experiences. This finding is supported by the work of Olney and Brockelman in many ways. They suggest that one is disabled according to the situation, not as a constant state of being. Some of them describe themselves disabled where they don't have teaching and learning support services. Second, it was found that the positive educational experiences of participants depend on the efficiency and functioning of the disability coordinator. The researchers contend that many factors could possibly contribute challenging situations for students with disabilities (SWDs) at higher education. It is important for policymakers to understand those challenging situations that affect the educational experiences of students with disabilities.
