Disability continues to be stigmatized despite being a common aspect of human experience across the lifespan. This study evaluated the effectiveness of the Komabu-Pomeyie Poop Analogy Framework (KPAF) in improving students' attitudes toward disability normalization, accessibility, and inclusion. Using a quasi-experimental pretest–posttest design complemented by qualitative thematic analysis, university participants completed the Komabu-Pomeyie Poop Analogy Framework attitudes test toward Disability Normalization Scale (KPAF-AS) and a structured criticalthinking questionnaire before and after engaging with the framework. Eighty-five participants' responses were analyzed thematically rather than as a numeric distribution, focusing on the underlying reasoning patterns and conceptual understanding reflected in participant answer choices. Six cross-cutting themes emerged: (1) grasping the framework's central metaphor, (2) recognizing structural rather than individual causes of disability, (3) preference for proactive over reactive design thinking, (4) relational and communal notions of dignity consistent with Ubuntu philosophy, (5) distinguishing visible from invisible disability experience, and (6) maintaining critical distance from the framework itself. Findings indicate that KPAF may serve as an innovative pedagogical framework for challenging disability stigma and promoting recognition of disability as an ordinary dimension of humanity, though participants' command of formal disability-theory vocabulary lagged behind their intuitive grasp of the framework's underlying values. The study recommends further psychometric validation of the KPAF-AS, crosscultural replication with diverse populations, and integration of the framework into higher education, public health, healthcare, and professional training to strengthen disability-inclusive practice.

Sefakor G.M.A. Komabu-Pomeyie,"Reframing Disability as an Ordinary Dimension of Human Existence with the Komabu-Pomeyie Poop Analogy Framework" International Journal of Advanced Multidisciplinary Research and Educational Development, V2(4): Page(534-545) July - August 2026. ISSN: 3107-6513. www.ijamred.com. Published by Scientific and Academic Research Publishing.