Students with disabilities' experiences of support and barriers to their development at Stellenbosch University

[摘要] Since 1994 the South African government has been committed to the transformation of theeducation system, including higher education. Higher education institutions have beenencouraged to include individuals representing groups that had been excluded on thegrounds of age, race, gender and, more specifically, students with disabilities. Within thistransformation process, some of the biggest challenges higher education institutions faceare policy changes, flexible curriculum delivery, alternative assessment procedures, thephysical accessibility of the campus and the provision of support services for students withdisabilities or special needs. Although policy development is an important stepping-stone,the reality is that proper practice, adequate awareness, and positive attitudes are required toeffectively support and accommodate the diverse needs of students with disabilities.The primary objective of this study was to obtain an in-depth understanding of how studentswith disabilities experience support and barriers to their development at StellenboschUniversity. The study was also based upon the assumption that it is important to hear thevoices of students with disabilities before any recommendations in terms of the existingstrategy can be suggested. This study was conducted by means of qualitative research, andthe methods of data collection consisted of individual and focus group interviews as well as aliterature review. The research findings may be described as follows:·Students with disabilities experienced both internal and external support and barrierfactors and processes that impacted on their development.·Internal support and barrier factors and processes include emotional, behavioural,beliefs, physical and cognitive aspects.·External support and barrier factors and processes include peers, the faculty anddepartment, university accommodation, the classroom and the university.·Four overarching themes that emerged from the data of the participants, namelyattitudes and awareness, communication, level of inclusion, and advocacy, wereoutlined.The findings of the study have important implications for the support practices and training ofacademic staff and all role players at Stellenbosch University. Recommendations are alsomade to improve support services and the campus climate at Stellenbosch University toultimately embrace diversity in order to offer an inclusive environment where the principles ofequal opportunities, full participation and non-discrimination are dear to the heart of all therelevant role players involved in teaching, learning, service provision and policy making atStellenbosch University.

[发布机构] Stellenbosch University