Effectiveness of Guidance and Counselling Strategies in Open and Distance Learning for Special Education Needs Students: A Survey of Three Selected Universities in Zambia

Abstract

This study examines the effectiveness of guidance and counselling (G&C) services for students with disabilities enrolled in Open and Distance Learning (ODL) programmes in Zambia. Anchored in Humanistic Theory, the objectives were to: (i) explore strategies employed by three universities in supporting ODL students with special educational needs (SEN); (ii) identify challenges faced in providing G&C services; and (iii) propose measures to enhance effectiveness. A qualitative, descriptive design was adopted. Data were collected through structured interviews and focus group discussions with 15 participants, including lecturers, students, administrators, interpreters, and a counsellor. Thematic analysis was applied to ensure methodological rigor, supported by triangulation and member checking. Findings reveal that while some assistive technologies (e.g., screen readers, audio lessons, sign language videos, remote counselling, and peer mentorship) were available, their provision was inconsistent and insufficient. Institutions lacked trained counsellors, adequate adaptive technologies, and permanent support staff. Students reported stigma, discrimination, and difficulties accessing learning materials, underscoring systemic gaps in inclusivity.