Knowledge, attitudes and practices of academic and admission staff on the inclusion of students with physical disabilities in the School of Health Care Sciences at Sefako Makgatho Health Sciences University : An exploratory, qualitative descriptive study.
Date
2020-03
Authors
Journal Title
Journal ISSN
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Publisher
Stellenbosch : Stellenbosch University
Abstract
ENGLISH SUMMARY : Introduction: Inclusive higher education incorporates and welcomes all students, irrespective of their disability; in the higher education institutions (HEI) so that all are able to participate in
educational opportunities. Disability is an umbrella term for physical, sensory, mental or other
impairments resulting in activity limitations and participation restrictions due to a person’s
contextual factors. The focus of this study was on students with physical disabilities (SWPD)
that affects mobility and/or dexterity. To maintain this focus, other physically determined
sensory impairments like visual and hearing disabilities were excluded. Knowledge and
attitudes regarding inclusion affect the successful implementation of inclusive higher
education (practice). Therefore, the aim of the study was to explore the self-reported
knowledge, attitudes and practices of academic and admission staff on the inclusion of SWPD
in the School of Health Care Sciences (SHCS) at Sefako Makgatho Health Sciences University
(SMU).
Methods: A qualitative descriptive study design was used in this exploratory study. The setting
was the SHCS at SMU, and the study population comprised of academic and admission staff.
A purposive sampling strategy was used, and the final sample consisted of 12 participants (10
academic staff and 2 admission staff). The researcher used a qualitative, semi-structured
interview to collect data.
Findings: The topic areas of knowledge, attitudes and practices were predetermined by the
objectives of the study. Themes under each topic were generated by reflexive thematic
analysis In addition, the effects of environmental factors on participants’ attitudes, were
identified by inductive analysis.
Conclusion: All academic staff demonstrated some knowledge of inclusive higher education
while the admission staff demonstrated no knowledge. The lack of knowledge of the admission
staff may imply that applications from the SWPD may not be processed in an equitable
manner. Most participants’ attitudes were positive and welcomed the possibility of
accommodating SWPD, but with some apprehension. This might be due to the effect of the
environmental factors on inclusion as discussed. This may also imply that the inclusion of
SWPD would be enhanced as more staff become positive, embrace inclusion and the
environmental factors are addressed. In terms of practices, all participants noted the absence
of students with physical disabilities, disability inclusion policy and Disability Unit at SMU. It
may thus be concluded that SMU is currently not inclusive in terms of the recommended higher
education practices.
AFRIKAANSE OPSOMMING : Geen opsomming beskikbaar.
AFRIKAANSE OPSOMMING : Geen opsomming beskikbaar.
Description
Thesis (MHumanRehabSt)--Stellenbosch University, 2020.
Keywords
Students with disabilities -- University of Sefako Makgatho -- Admission -- Pretoria (South Africa), Inclusive education -- Pretoria (South Africa), Inclusive higher education -- Pretoria (South Africa), Medical students -- University of Sefako Makgatho -- Admission -- Pretoria (South Africa), College admission officers -- Attitudes -- University of Sefako Makgatho -- Pretoria (South Africa), College teachers -- Attitudes -- University of Sefako Makgatho -- Pretoria (South Africa), UCTD