Investigation of organizational justice perceptions in educational accessibility practices of disabled and non-disabled students studying at universities

This study aims to examine the perceptions of organizational justice regarding accessibility practices in education among students with and without disabilities at universities. Accessibility in education encompasses policies and practices designed to ensure that every individual can access educational opportunities under equal conditions. These practices, particularly for students with disabilities, aim to support their active participation in educational processes and minimize physical, cognitive, or social barriers. Organizational justice, on the other hand, refers to individuals' perceptions of the fairness of processes and practices offered to them, directly influencing students' satisfaction, motivation, and trust in the institution. The study investigates the differing approaches applied to students with and without disabilities in examination and assessment processes in terms of their justice perceptions. In this study, which was conducted with a qualitative research method, semi-structured in-depth interviews were conducted with 8 disabled and 8 non-disabled students studying at Nevşehir Hacı Bektaş Veli University in 2024 during the data collection process, and the obtained data were analyzed with the content analysis method. Participants' perceptions of distributive justice, procedural justice, and interactional justice were examined in detail. The findings reveal significant challenges in accessibility and justice perceptions among students with disabilities. These students frequently expressed perceptions of positive discrimination but also reported issues such as the lack of consideration for their opinions, deficiencies in physical arrangements, and a lack of transparency in processes, all of which undermined their sense of justice. Disparities in examination methods, grading processes, and social communication dynamics were found to negatively affect these perceptions. Additionally, individual factors such as social support and psychological resilience were found to play a critical role in enhancing the educational success and motivation of students with disabilities. Students without disabilities, however, focused more on the dimensions of conscience and empathy within justice perceptions and noted that accessibility arrangements could sometimes lead to misunderstandings. Furthermore, while themes such as access to information and transparency were sources of satisfaction for all students, the need for more consistent application of practices tailored to individual needs was identified. The results highlight that accessibility practices at universities should address not only physical dimensions but also social and academic support aspects. Developing more participatory processes that consider students' opinions and implementing policies to strengthen justice perceptions are strongly recommended. This study contributes significantly to the literature by emphasizing the need for equal opportunities in education, creating inclusive educational environments, and implementing tailored arrangements to meet the individual needs of students with disabilities.