Exploration of the academic lives of students with disabilities at South African universities: Lecturers' perspectives.

Melanie Walker,Oliver Mutanga

doi:10.4102/ajod.v6i0.316

Abstract

BackgroundA decade has passed since South Africa signed and ratified the Convention on the Rights of Persons with Disabilities, a human rights treaty that protects the rights and dignity of people with disabilities. However, not much have changed for students with disabilities.ObjectivesThe aim of this study was to explore lecturers’ experiences with, and perspectives on, disability as well as with students with disabilities. It was hoped that this would contribute to the ongoing policy debates about diversity, inclusion and support for students with disabilities at universities.MethodsIn an effort to understand the lives of students with disabilities better, a study which included students with disabilities, lecturers and disability supporting staff was conducted at two South African universities – University of the Free State and University of Venda. The paper takes a snapshot view of four lecturers and their perceptions of the lives of students with disabilities at their respective universities.Results and ConclusionAlthough most disability literature report students with disabilities blaming lecturers for their failure to advance their needs, this paper highlights that the education system needs to be supportive to lecturers for the inclusive agenda to be realised. An argument is made for a more comprehensive approach towards a national disability policy in higher education involving many stakeholders. Without a broader understanding of disability, it will be difficult to engage with the complex ways in which inequalities emerge and are sustained.

Highlights

The aim of this paper is to understand lecturers’ thoughts and views on how the needs of students with disabilities1 are acted upon at these selected universities
As of 2016, there has been no legislation that looks at disability issues in South African higher education
With specific reference to disability, and to facilitate the inclusion and participation of people with disabilities in all spheres of the economy, the National Commission on Special Education Needs and Training and the National Committee on Education Support Services were appointed in 1996. Their findings (DoE 1997), produced in 1997, stated that: The primary challenge to higher education institutions at present is to actively seek to admit learners with disabilities who have historically been marginalised at this level, providing them with opportunities to receive the education and training required to enter a variety of job markets

Summary

Introduction

The aim of this paper is to understand lecturers’ thoughts and views on how the needs of students with disabilities are acted upon at these selected universities. With specific reference to disability, and to facilitate the inclusion and participation of people with disabilities in all spheres of the economy, the National Commission on Special Education Needs and Training and the National Committee on Education Support Services were appointed in 1996 Their findings (DoE 1997), produced in 1997, stated that: The primary challenge to higher education institutions at present is to actively seek to admit learners with disabilities who have historically been marginalised at this level, providing them with opportunities to receive the education and training required to enter a variety of job markets.

Objectives

Results

Discussion

Conclusion