Abstract
The chapter presents the obstacles in supervision for students with disabilities at post-graduate level in South African higher education. Data were collected through scanning South African and international literature available on Google scholar, ProQuest, in books, journal articles, and online resources. Decolonial theory informed understanding of why the obstacles are confronted by the particular students. The findings revealed limited supervision is the main obstacle. The argument for the chapter is that students with disabilities' obstacles in supervision are far deeper than those seen at surface level.
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