Staff and disabled students' experiences of disability support, inclusion and exclusion at Stellenbosch University

[摘要] ENGLISH ABSTRACT: Inclusive education is a key means to redress inequalities and exclusions in society. Disability inclusion in higher education in South Africa has only recently been given increased attention and content in the form of the White Paper on Post-School Education and Training (2013). In 2015, a disability strategy framework for higher education was commissioned by the minister of Higher Education and Training, as an outflow of the 2013 White Paper. Students with disabilities are increasingly furthering their studies in the post-school sector. This study examines how far Stellenbosch University (SU) has come in its quest to be inclusive and accessible to students with disabilities.AimsThe primary aim of this study was to understand affected students' experiences of disability inclusion and exclusion at SU and the support that they were receiving. A secondary aim was to understand why some students did not continue to accept available support, despite having indicated a disability on application to SU. The final aim was to understand how staff experienced the inclusion and exclusion of students with disabilities at SU.MethodsA mixed methods QUAL-quan research study was done using an interpretivist approach in a social constructivist paradigm. Qualitative data were collected by means of interviews with 26 staff members who represented faculty, administration and support services across SU. A total cohort of 549 students received an e-survey, to which 111 responded, as follows: a non-user group of support consisting of 254 students of whom 49 responded to the e-survey; the second group of students were using support and made up 295 students of whom 62 responded to the e-survey. Seven of the user group were interviewed as a group. An individual interview was conducted with one student who could not attend this group, and one student who was not using services was also interviewed.FindingsThe findings of this study highlighted both disability inclusive and exclusive practices from the perspective of students using support at SU. The University generally provides support by way of policy and practice, and it was found that such support tended to level the playing field for students. On the other hand, practices of exclusion in evidence included the tedious application process for support; inconsistent lecturer support; challenges with the physical environment; and the fact that less visible disabilities tended to result in less support.The non-users of support elucidated both disability inclusive and exclusive practices. For some students, the ability to adapt to conditions given the nature of their disability made it unnecessary to seek support; being able to stay in a university residence permitted better mobility; and self-advocacy for a disability fostered better inclusion. Practices of exclusion that were noted included not knowing where to go for support; physical barriers to mobility; staff constructions of disability and support; and the perception of the exorbitant cost of support that prohibited support-seeking behaviour.Disability inclusion and exclusion practices were also noted by staff. Disability inclusive practices were the general awareness around disability, the inclusion of diversity on campuses, nationally and internationally; having personal involvement with disability was a driver of support; cross-campus collaboration augured well for disability inclusion; and the exposure to more students with diverse needs provided learning opportunities to staff. Exclusionary disability-related aspects included the fact that some staff would at times forget to provide the requested support; the existence of negative stereotypes about students with disabilities; the continuing issue of physical access; inadequate campus-wide collaboration; the high cost of inclusion; and insufficient training for staff regarding disability inclusion.RecommendationsRecommendations made included the need for more in-depth training for staff regarding disability inclusion and the conflicted notions around this and the need for better SU management understanding and encouragement of a campus-wide disability inclusive ethos at all levels of the institution, including policy imperatives. notion of creating a caring institution and what this means for each person on campus could go a long way to creating a disability inclusive campus climate. This would be evidenced in each department on campus, reflecting on their structures and processes, and enhancing planning for disability inclusion as part of their effort to transform the campus in a way that fosters access and universal design.

[发布机构] Stellenbosch University