Objective: To evaluate the quality of life of handicapped students integrated into the ordinary higher education system.
Materials And Methods: Over a seven-month period in the academic year 2000-2001, we performed a descriptive, cross-sectional, analytical survey of 203 handicapped students registered in universities and high schools in Abidjan, Ivory Coast. The first part of the survey questionnaire concerned the students' social-demographic and clinical characteristics and the second part consisted of a quality of life assessment in terms of building and teaching accessibility and socioeconomic aspects. Quality of life was evaluated on a six-step scale, as per the life satisfaction questionnaire of Bränholm and Fugl-Meyer.
Results: A number of the handicapped students (60.6%) received financial support from their families. Several students (89.2 and 10.8%) presented motor and sensory handicaps, respectively. A number of respondents (63.5%) considered that building accessibility was dissatisfactory. A number of the surveyed students (73.89%) were at university. Teaching accessibility was judged to be satisfactory by motor-handicapped subjects and dissatisfactory by sensory handicapped persons. A number of the surveyed students (26.6%) spent between 25 to 50% of their monthly income on handicap-related expenses and 19.7% of the survey population even spent more than 50% of their income in this respect. The surveyed students' considered their overall quality of life to be dissatisfactory.
Conclusion: Improving handicapped students' quality of life requires an appropriate legislative environment and adequate financial support in order to incite educational institutions to accept these students' needs and their specific characteristics.
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