Research Articles (Equality Unit)

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    Assistive technology enables inclusion in higher education : the role of Higher and Further Education Disability Services Association
    (AOSIS, 2019-08-22) Lyner-Cleophas, Marcia
    Background: Using assistive technology is one way to foster inclusion of students in the post-school education and training (PSET) sector. Objectives: Higher and Further Education Disability Services Association (HEDSA) enables the sharing of new knowledge about assistive technologies through its symposia, and making information available on its website. Additionally, it facilitates dialogue and collaboration amongst institutions in the PSET network using a listserv and newsletters, given that PSET institutions are spread countrywide. Method: This is an article based on a presentation at the 5th African Network of Evidence-to-Action in Disability (AfriNEAD) conference in Ghana in 2017 that focused on the value of assistive technology for students pursuing studies in the PSET sector and the role played by HEDSA in South Africa. Results: The positive gains and existing gaps in disability inclusion in the higher education sector in South Africa are highlighted, with reference to access to technology. All higher education institutions have internet access and can thereby make use of listservs to communicate information. MapAbility is a way that prospective students can gain a snapshot view of available resources at institutions of learning, using the internet. Conclusion: An association such as HEDSA plays a critical role in the PSET sector to enhance disability inclusion using online tools to disseminate information.
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    Inclusion, universal design and universal design for learning in higher education : South Africa and the United States
    (AOSIS, 2019-07-29) Dalton, Elizabeth M.; Lyner-Cleophas, Marcia; Ferguson, Britt T.; McKenzie, Judith
    Around the world, institutions of higher education are recognising their responsibilities to achieve the full inclusion of individuals with differing needs and/or disabilities. The frameworks of universal design (UD) and universal design for learning (UDL) offer unique ways to build inclusiveness in our systems. The role of UD and UDL to strengthen successful inclusion of persons with differing needs in higher education programmes is presented from literature, inclusive of national and international policies and resources. Examples from South African and US institutions of higher learning are shared. Discussions of online accessibility, environmental issues, professional development, barriers to inclusion and recommendations for future development in an international context provide a vision for developing inclusive learning environments in higher education.
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    Racism and corona : two viruses affecting higher education and the student experience
    (African Minds, 2020) Schreiber, Birgit; Moja, Teboho; Luescher, Thierry M.
    This issue comes at a time when the world is in the grip of the Corona virus pandemic and on lockdown, and when there is a worldwide outrage over the continuous violation of black bodies and the injustice and inhumanity inherent in systems and practices steeped in racism. The corona virus and its impact on higher education, on students and Student Affairs and Services, and the devastating impact of racism in higher education and the student experience and the work it involves for Student Affairs and Services are the themes of this editorial.
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    Considerations for South African higher education : a 'national student men who have sex with men' sexual behaviour survey
    (HESA, 2017) Brink, J. G.
    This non-experimental study contributes to the quantitative knowledge about university student men who have sex with men (MSM), their sexual behaviour and their experiences on campus. A sample of 8896 students (MSM n = 896; non-MSM n = 7973) were recruited through convenience sampling in a once off online survey at fourteen higher education institutions (HEIs) in South Africa. The results indicate various risk factors for HIV transmission. These include: high partner turnover, concurrent sexual partners, presence of sexually transmitted infections, early sexual debut, having female sex partners, forced sex experiences, and inconsistent condom usage. MSM were found to have statistically higher levels of alcohol and drug use than non-MSM students. Student MSM in South African HEIs engage in sexual behaviours which elevates their risk of contracting HIV and other sexually transmitted infections. Student MSM also experience abuse or violence on campus due to their sexual preferences.