The promise of equal education not kept : specific learning disabilities – the invisible disability
| dc.contributor.author | Gow, Melanie A. | en_ZA |
| dc.contributor.author | Mostert, Yvonne | en_ZA |
| dc.contributor.author | Dreyer, Lorna M. | en_ZA |
| dc.date.accessioned | 2020-08-31T09:37:15Z | |
| dc.date.available | 2020-08-31T09:37:15Z | |
| dc.date.issued | 2020-02-26 | |
| dc.description | CITATION: Gow, M. A., Mostert, Y. & Dreyer, L. 2020. The promise of equal education not kept : specific learning disabilities – the invisible disability. African Journal of Disability, 9:a647, doi:10.4102/ajod.v9i0.647. | |
| dc.description | The original publication is available at https://ajod.org | |
| dc.description.abstract | Background: This research is part of a larger project on the exploration of inequalities in South African higher education. This current study focussed on the implementation of policies to eradicate inequalities in an inclusive education system. Objectives: This article aimed to establish the implementation of policy by researching the lived experiences of students with specific learning disabilities (SLDs) studying in the university. Method: A qualitative, systematic review was employed as the research methodology. Original peer-reviewed qualitative studies published between 1994 and 2017 were systematically reviewed. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was used to ensure rigorous reviews. The Critical Appraisal Skills Programme (CASP) was used to guide the process of critical appraisal of the selected articles which resulted in a total of 10 articles being selected for reviewing. The target population of this research comprised undergraduate students diagnosed with SLD. Semi-structured interviews were the main data collection tools used in the studies that were reviewed. Data from the selected articles were extracted and synthesised. Results: The dominant themes that emerged from the review were: (1) fear of stigmatisation; (2) gaps in policy implementation; (3) experiences vary across departments; and (4) self-determination and family support as success factors. Conclusion: An important aspect in the transformation of higher education institution is to ensure the closing of the disjuncture between policy and implementation in support of students with SLD. | en_ZA |
| dc.description.uri | https://ajod.org/index.php/ajod/article/view/647 | |
| dc.description.version | Publisher's version | |
| dc.format.extent | 10 pages | |
| dc.identifier.citation | Gow, M. A., Mostert, Y. & Dreyer, L. 2020. The promise of equal education not kept : specific learning disabilities – the invisible disability. African Journal of Disability, 9:a647, doi:10.4102/ajod.v9i0.647. | |
| dc.identifier.issn | 2226-7220 (online) | |
| dc.identifier.issn | 2223-9170 (print) | |
| dc.identifier.other | doi:10.4102/ajod.v9i0.647 | |
| dc.identifier.uri | http://hdl.handle.net/10019.1/108768 | |
| dc.language.iso | en_ZA | en_ZA |
| dc.publisher | AOSIS | |
| dc.rights.holder | Authors retain copyright | |
| dc.subject | Education, Higher -- South Africa | en_ZA |
| dc.subject | Education, Higher -- Social aspects -- South Africa | en_ZA |
| dc.subject | Learning disabilities | en_ZA |
| dc.subject | Educational equalization -- South Africa | en_ZA |
| dc.title | The promise of equal education not kept : specific learning disabilities – the invisible disability | en_ZA |
| dc.type | Article | en_ZA |