The aim of the study was to explore disability narratives among students with disabilities, lecturers and the Disability Unit (DU) within a tertiary institution in order to better understand their experiences and the necessary initiatives to address the challenges of disability in a tertiary institution. A qualitative study was conducted among 24 purposively sampled participants comprising disabled students (N=12), disability unit staff (N=7) and lecturers (N=5) within a South African tertiary institution. How disabled students, lecturers and DU tell about their experiences and perceptions of disability within a tertiary institution.
What are the ways in which students with disabilities, lecturers and the DU coexist and navigate the tensions within a tertiary institution? What initiatives, if any, are needed to manage the challenges faced by students with disabilities, lecturers and the DU.
- I NTRODUCTION
- D EFINING D ISABILITY
- D ISABILITY AND L EGISLATION IN S OUTH A FRICA
- D ISABILITY WITHIN THE CONTEXT OF HEI S IN S OUTH A FRICA
- T HE CHALLENGES FACING STUDENTS WITH DISABILITY IN S OUTH A FRICAN HEI S
- P ROVIDING SUPPORT FOR STUDENTS WITH DISABILITIES IN S OUTH A FRICAN HEI S
- T HE ROLE OF LECTURERS IN PROVIDING SUPPORT FOR STUDENTS WITH DISABILITIES
- P ROFILE OF THE D ISABILITY U NIT (DU) IN THE CURRENT STUDY
The current study consists of 5 chapters consisting of an introduction (chapter 1), an overview of the literature and theoretical frameworks within which the study is located, the research method, presentation of the findings and discussion and finally a conclusion. Provides a brief overview of the current status of students with disabilities in South African higher education institutions and provides a rationale for the study, describing the objectives and research questions of the study.
I NTRODUCTION
R ESEARCH A IM
R ESEARCH O BJECTIVES
R ESEARCH Q UESTIONS
R ESEARCH D ESIGN
P OPULATION AND SAMPLING STRATEGY
D ATA COLLECTION METHODS
I NSTRUMENTS
D ATA ANALYSIS
E THICAL C ONSIDERATIONS
P OSITION OF THE R ESEARCHER
I NTRODUCTION
The research findings for the current study were explored in relation to three central themes: Normalization of disability within a tertiary context, Accessibility and finally, Awareness and Acceptance. On the topic of normalizing disability within a tertiary context; explores the dynamic between the need to associate with being disabled to access support and the simultaneous desire to disassociate with being disabled to fit into the student community. This dynamic is further explored in how it creates an environment where students with disabilities are oriented toward “taking charge” by managing their disability to fit into an ableist system.
The theme of accessibility is developed by exploring stories around infrastructure, resources and processes that create barriers or promote accessibility for students with disabilities. Finally, the theme of awareness and acceptance within a tertiary context is explored through the stories of key stakeholders (teachers, DU staff and students with disabilities) on how they navigate the current tertiary context. Furthermore, it explores the actions that key stakeholders would like to see take place to enable a tertiary system to provide holistic support and acceptance to students with disabilities.
N ORMALISING DISABILITY WITHIN A TERTIARY CONTEXT
- Representations of disability
- Methods of normalising disability
- Managing disability in the tertiary context
It appears that students with disabilities experience resentment from non-disabled people when using processes or facilities that assist them. The excerpts above both illustrate this process of marking, making students with disabilities feel different, theirs. So there seems to be a clear distance between disabled and non-disabled students. to connect somewhere".
Therefore, having an understanding of disability as different embodiment can have an impact on the way students with disability are treated, as DUS 5 describes students with disability as "very excluded, they are very excluded". However, there are alternative representations and discourses of disability present within the tertiary institution that challenge the view that students with disabilities are less than the non-disabled. This can further reduce the identification of students with disabilities in terms of discriminatory and oppressive attitudes towards disabled people (Thomson, 2002).
A further method of normalization is through the language used when talking about students with disabilities. In the current study, students with disabilities are talked about in a normalizing way by lecturers and DU staff, they are talked about in terms of how they. Through these practices, students with disabilities (subjects) are objectified, such as healthy or ill, able or disabled (Tremain, 2001).
As a result, students with disabilities who are subjected to these “divisive practices” develop an awareness of their disability and begin to engage in self-control in an attempt to appear acceptable and “normal” (Reeves, 2002). Foucault would describe the above actions as forms of self-control; all methods of normalization work together to ensure that students with disabilities (subjects) have a self-assessment, self-monitoring and reflexive relationship to themselves (Hook, 2007). Through the normalization mechanisms of the 'gaze', through the involvement with non-disabled people and through the language used when speaking about students with disabilities, these insights are perpetuated and internalized.
A CCESSIBILITY
- Infrastructure
- Resources
- Processes
From the above quotes, we can understand from the current research that students with disabilities should fit into a healthy environment. Failure to provide infrastructural access highlights and perpetuates the perception that students with disabilities must make the effort to adapt and adapt. The emphasis is on students with disabilities having to fend for themselves and navigate the infrastructural barriers. “You're avoiding getting into an emergency, so it's really unfriendly.”
As can be seen in SWD 5's quote above, students with disabilities adapt by building social networks with others. Not only does the physical layout of the institution impact accessibility for students with disabilities and key stakeholders, but the availability or lack of resources also impacts accessibility. Resources refer to the tools that students with disabilities need to study at the same level as non-disabled students.
Further, the lack of provision of these resources instills the perception that students with disabilities are different and therefore less. Here again, the representation of students with disabilities who have to fit in and adapt is perpetuated, "you try to cope as best you can with your abilities." Within the Disability Feminist framework, raising awareness enables the opportunity to create more positive representations of DU and students with disabilities within a tertiary context (Thomson, 2002).
Processes refer to the systems or interactions between key stakeholders (DU staff, students with disabilities, and faculty) that enable or hinder accessibility for students with disabilities. The above excerpts highlight that there is a challenge in the process of reformatting study materials for students with disabilities. However, this again perpetuates the understanding that students with disabilities must make the effort and adapt so that their needs are met.
A WARENESS AND A CCEPTANCE
- Awareness and Education
- Engaging with key stakeholders
- Integration
As can be seen from the excerpts above, there is a strong feeling that education and awareness are needed to help students with special needs; "this should be urgent". Through this process, people may begin to move away from identifying with disability in terms of viewing different embodiment as less and assuming that students with disabilities must fit into an ableist environment. In addition, students with special needs may begin to reduce their self-identification in terms of oppressive and discriminatory attitudes towards disabled people (Thomson, 2002).
Creating awareness and educating the tertiary community allows counter narratives to be heard: "make people aware of different disabilities, how can you help these people with disabilities, how can you make them feel accepted' and opportunities for students with disabilities to reshape cultural beliefs. for persons with disabilities and therefore the impact on the experience of students with disabilities (Thomson, 2002). The ability of students with disabilities to engage with multiple actors was seen as important, not only engaging with DU faculty and staff, but engaging with. You know, talk to the students.” L4 describes the need for students with disabilities to have an organizational structure in order to be represented within.
Understanding the need to improve engagement within a social constructionist framework would allow students with disabilities to tell preferred personal stories through their interactions with key stakeholders. The need for integration - greater interaction between disabled and non-disabled students within the institution was further highlighted by the participants;. As can be seen above, interaction between students with disabilities and non-disabled students is understood as important in solving problems faced by students with disabilities.
This allows disabled students to create alternative subject positions that challenge dominant discourses within a tertiary context. In summary, the need for awareness and education, improved engagement with key stakeholders and improved integration were highlighted as important initiatives required to address the issues facing students with disabilities. These positive representations provide students with disabilities the opportunity to create more facilitative representations of disabled people through their interactions with non-disabled people.
- I NTRODUCTION
- C ONCLUSION
- L IMITATIONS OF THE S TUDY
- R ECOMMENDATIONS
This was reflected in the tension that existed, especially between students with disabilities and non-disabled students. As a result, many students with disabilities adapt their behavior and behave in ways that distance themselves from their disabilities. Specific education for DU staff and teachers is also important, because these individuals come into direct contact with students with disabilities.
This includes first, integrating accommodations to give students with disabilities the opportunity to engage with non-disabled students. Second, allowing students with disabilities to access all computer LANs and not be assigned just one LAN. Disabled students' perceptions and experiences of the disability unit at the University of Kwa-ZuluNatal: Howard Collage Campus.
Could you please tell me about your experience of disability as a student/ or working with students with disabilities at UKZN. What are the positive experiences you have had as a student with disability/working with students with disabilities at UKZN. What are some of the challenges you have faced as a student with disability/. work with students with disabilities at UKZN.
I am interested in conducting a study that explores disabled students, the Disability Unit and the narratives of disability lecturers within the University of Kwa-Zulu Natal, Howard Collage campus. I am interested in conducting a study that explores students with disabilities, the Disability Unit, and faculty narratives about disability within a university context. Participants) understand that my participation in this research study exploring the narratives of disabled students, the Disability Unit and disability educators within a university context is entirely voluntary.
