Forgotten, excluded or included? Students with disabilities: A case study at the University of Mauritius

Abstract

BackgroundStudents with disabilities in the tertiary education sector are more than a just a phenomenon, they are a reality. In general, little attention is devoted to their needs despite the fact that they need more care and attention.ObjectivesThis paper, through a case study at the University of Mauritius, sought to answer some pertinent questions regarding students with disabilities. Does the University of Mauritius have sufficient facilities to support these students? Are students aware of existing facilities? What additional structures need to be put in place so that students with any form of disability are neither victimised, nor their education undermined? Are there any local laws about students with disabilities in higher education?MethodTo answer these questions and others, an online questionnaire was sent to 500 students and the responses were then analysed and discussed. The response rate was 24.4% which showed that students were not reticent to participate in this study.ResultsOur survey revealed that most students were not aware of existing facilities and were often neglected in terms of supporting structures and resources. ICT facilities were found to be the best support that is provided at the University of Mauritius. The right legal framework for tertiary education was also missing.ConclusionIdeally, students with disabilities should have access to special facilities to facilitate their learning experiences at tertiary institutions. Awareness about existing facilities must also be raised in order to offer equal opportunities to them and to enable a seamless inclusion.

Proactive Advising for University Students with Disabilities in the Global South: Applying Basic Counseling Responses

“…Proactive advising efforts can also occur virtually. And university degree programs that are completely remote can promote increased inclusivity, with accommodations for distance learning (Pudaruth et al, 2017).…”

Disability Sensitivity and Sensibility: A Nondisabled Lecturer Perspective on Inclusive Lecturing Opportunities

“…Despite seemingly progressive policy, for example, the National Education Policy Act 27 of 1996, the Draft Policy for the provision of quality education and support for children with severe to profound intellectual disabilities (2016) and the Strategic Policy Framework on Disability for the Post-School Education and Training System (2018), much still needs to be done to implement and sustain initiatives that support and include students with disabilities. It is well recognised that many universities are not fully equipped to cater for disabilities (Morley & Croft, 2011;Pudaruth, Gunputh & Singh, 2017;Southern Africa Federation of the Disabled, 2018). As Morley and Croft (2011, p. 393) noted, "while awareness about exclusion and equalities is developing, disability is a structure of inequality that has received little policy or research attention in higher education in low-income countries".…”

Engagement of Students with Disabilites for Inclusion in Ethiopian Public Higher Education Institutions

“…Matonya (2016) taking 22 women with disabilities in one HE in Tanzania found that the students ask supports from their lecturers by following the teachers after class, for example they receive assignment and exam instructions. Pudaruth, Gunputh and Singh (2017) taking 6 SWDs in one HE of Mauritius found out that all the students revealed that they did not knew their advisors to get counseling over their requirements and challenges their challenges. Butucha (2016) in his extensive review of literature over the trend of student engagement in African HEIs comparing decades back with the 21 st century without discussing on the research trend on student engagement in HEIs in Africa.…”