Students with disabilities' experiences of support and barriers to their development at Stellenbosch University
Date
2008-03
Authors
Greyling, Elsabe C. P.
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch : Stellenbosch University
Abstract
Since 1994 the South African government has been committed to the transformation of the
education system, including higher education. Higher education institutions have been
encouraged to include individuals representing groups that had been excluded on the
grounds of age, race, gender and, more specifically, students with disabilities. Within this
transformation process, some of the biggest challenges higher education institutions face
are policy changes, flexible curriculum delivery, alternative assessment procedures, the
physical accessibility of the campus and the provision of support services for students with
disabilities or special needs. Although policy development is an important stepping-stone,
the reality is that proper practice, adequate awareness, and positive attitudes are required to
effectively 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 students
with disabilities experience support and barriers to their development at Stellenbosch
University. The study was also based upon the assumption that it is important to hear the
voices of students with disabilities before any recommendations in terms of the existing
strategy can be suggested. This study was conducted by means of qualitative research, and
the methods of data collection consisted of individual and focus group interviews as well as a
literature review. The research findings may be described as follows:
· Students with disabilities experienced both internal and external support and barrier
factors 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 and
department, university accommodation, the classroom and the university.
· Four overarching themes that emerged from the data of the participants, namely
attitudes and awareness, communication, level of inclusion, and advocacy, were
outlined.
The findings of the study have important implications for the support practices and training of
academic staff and all role players at Stellenbosch University. Recommendations are also
made to improve support services and the campus climate at Stellenbosch University to
ultimately embrace diversity in order to offer an inclusive environment where the principles of
equal opportunities, full participation and non-discrimination are dear to the heart of all the
relevant role players involved in teaching, learning, service provision and policy making at
Stellenbosch University.
Description
Thesis (MEdPsych (Educational Psychology)--Stellenbosch University, 2008.
Keywords
Studenst with disabilities, Support services, Developmental barriers, Higher education, Theses -- Educational psychology, Dissertations -- Educational psychology