The experiences of a student with cerebral palsy at a higher education institution: a case study

Bucholz, Alison Welch (2017-03)

Thesis (MEdPsych) --Stellenbosch University, 2017

Thesis

ENGLISH ABSTRACT : Across the world, the inclusion and support of all students in mainstream education systems is accepted as a basic human right. Although access to higher education institutions for students with physical impairments has improved over the last two decades, in line with the Salamanca Statement and the United Nations Convention on the Rights of Persons with Disabilities, full inclusion of students with physical impairments at higher education institutions is yet to be realized. The purpose of this critical narrative inquiry was to investigate the experience of one student with cerebral palsy at a higher education institution in order to gain valuable insights into the nature of support required for future students with similar physical impairments in higher education. A critical emancipatory paradigm was adopted incorporating qualitative life history case study methodology. Interviews and the co-researcher’s disability poetry formed the primary sources of data for this inquiry. In order to convey the true essence of the co-researcher’s story, narrative and thematic data analyses were utilized. The key message to emerge from this inquiry is that students with physical impairments are a heterogeneous group, and as such, need to be supported individually by means of a social relational approach to disability. Higher education institutions need to play a pivotal role in creating pathways to success for these students by creating socially cohesive environments and by applying universal design for learning principles systemically.

AFRIKAANSE OPSOMMING : Die insluiting en ondersteuning van alle studente in hoofstroom onderwyssisteme word wêreldwyd as ʼn basiese mensereg aanvaar. Alhoewel toegang tot hoëronderwysinstansies vir studente met liggaamlike gestremdheid die afgelope twee dekades in lyn met die Verklaring van Salamanca en die bepalings van die Verenigde Nasies se Konvensie oor die Regte van persone met Gestremdheid verbeter het, moet volle inklusie vir studente met liggaamlike gestremdheid by hoër onderwysinstansies nog verwesenlik word. Die doel van hierdie kritiese narratiewe studie is om ondersoek in te stel na die ervaringe van een student met serebrale gestremdheid by ʼn hoëronderwysinstansie om sodoende insig te verkry in die aard van ondersteuning wat benodig word vir toekomstige studente met soortgelyke gestremdhede by hoëronderwysinstansies. ʼn Krities geëmansipeerde paradigma is ingespan wat kwalitatiewe lewensgeskiedenis gevalstudie metodologie behels. Die primêre bron van data was onderhoude en die digkuns van die mede-navorser. Ten einde die deelnemer se verhaal te ondersoek is narratiewe en tematiese dataverwerking aangewend. Die hoofsaak wat uit hierdie ondersoek aan die lig kom, is dat studente met gestremdhede ʼn heterogene groep is en dus individueel ondersteun moet word vanuit ʼn sosiaal-relasionele benadering tot gestremdheid. Hoëronderwysinstansies speel ʼn deurslaggewende rol om die weg na sukses te baan vir hierdie studente deur sosiale kohesie in omgewings te bevorder en beginsels van universele leerontwerp toe te pas.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/101026
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