Beyond Service Delivery: Disability-Inclusive University-Community Engagement, Beneficiary Satisfaction, and Participatory Inclusion

Abstract

University-community engagement can advance inclusive and equitable development; however, disability inclusion requires not only service provision but also meaningful participation of persons with disabilities in identifying needs, designing, implementing, and evaluating interventions. This study examined the perceived impact of the University of the Cordilleras’ Project H.E.L.E.N. (Health, Education, Livelihood, Environment, and Nurturance), beneficiary satisfaction, and experiences of members of the Blessed Community of Persons with Disability, Inc. (BCPDI).

A mixed-methods design was employed. Quantitative data were collected using a researcher-developed four-point Likert-scale questionnaire and analyzed using descriptive statistics, while qualitative data from interviews and focus group discussions were analyzed thematically. Findings showed that Project H.E.L.E.N. was perceived to have a high overall impact (M = 3.07), while BCPDI members reported overall satisfaction (M = 3.20). Qualitative findings further indicated positive experiences related to educational support, capacity-building, and university-community relationships. However, community involvement in program planning received the lowest satisfaction rating (M = 2.45, Dissatisfied), revealing a participation gap. This highlights a participation paradox: BCPDI members may experience programs as beneficial and satisfactory while having limited influence over their planning. Disability-inclusive university-community engagement therefore requires shifting from programs delivered for persons with disabilities to programs developed with them.