Inclusion of Students with Disabilities in South African Higher Education

Mutanga, Oliver

doi:10.1080/1034912x.2017.1368460

Cited by 46 publications

(46 citation statements)

References 12 publications

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“…In the context of disability in higher education, the vast majority of the research draws on universities in higher income countries. From what is known, however (Tudzi et al 2017;Mutanga 2018), those in the Global South face very different material disadvantages which will likely affect accessibility, as well as discriminatory attitudes with regard to disability. Dolmage (2017) claims that ableism is a universal phenomenon, and we will return to the global reach of this concept and how it interacts with social practice theories in the final 'Discussion' section of this paper.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

The insider view: tackling disabling practices in higher education institutions

Merchant¹,

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D'Evelyn

et al. 2019

High Educ

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This paper reports on research about the experiences of disabled staff members in UK universities, drawing on eleven semi-structured interviews with disabled staff in one university, alongside a group auto ethnography conducted by the first four authors, all of whom identified as disabled academics. Disability is generally considered to be predominantly an issue for students, both in practice and in the literature. By contrast, taking a social practice approach, we focused on the barriers faced by disabled employees, both overt and hidden. We found that disability was still viewed as a medical problem, and that disabled members of staff faced considerable extra labour in organising their own supports. We were often made to feel that we were unwanted and that we were 'misfits' in the institution. This paper contributes to theory by showing how social practices can become exclusionary, and how interconnections between practices matter. We discuss ways in which ableism, based on the ideal of 'individual' excellence, creates barriers for disabled staff. In the global context of Higher Education, the increasing marketization of universities in higher income countries creates a difficult climate for the values of inclusion.

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Section: Theoretical Backgroundmentioning

confidence: 99%

The insider view: tackling disabling practices in higher education institutions

Merchant¹,

Read

D'Evelyn

et al. 2019

High Educ

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“…Other studies in this strand on disabilities include: the involvement of students with disabilities in South African institutions of higher learning (Mutanga, 2018) and the effect of inclusive intervention on teacher's readiness to impart knowledge to children that are affected by physical impairments (Carew, Deluca, Groce& Kett, 2019). Majoko (2018) has been concerned with how inclusive and special teaching is effective in early education whereas Tlale and Romm (2018) have focused as systematic thinking and practices that enhance inclusive education.…”

Section: Introductionmentioning

confidence: 99%

Inequality, information technology and inclusive education in sub-Saharan Africa

Asongu

Orim

Nting

2019

Technological Forecasting and Social Change

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This study examines linkages between inequality, information and communication technology (ICT) and inclusive education in order to establish inequality thresholds that should not be exceeded in order for ICT to promote inclusive education in 42 countries in sub-Saharan Africa for the period 2004-2014. The empirical evidence is based on the Generalized Method of Moments. The following findings are established. First, a Gini coefficient and an Atkinson index of respectively, 0.400 and 0.625 are income inequality thresholds that should not be exceeded in order for internet penetration to positively influence inclusive education. Second, a Gini coefficient, an Atkinson index and a Palma ratio of respectively, 0.574, 0.676 and 9.000 are thresholds of income inequality that if exceeded, fixed broadband subscriptions will no longer positively affect inclusive education. As a main policy implication, the established inequality thresholds should not be exceeded in order for ICT to promote inclusive education in sampled countries. Other implications in the light of Sustainable Development Goals (SDGs) are discussed.

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“…Despite these interventions and policies, recent studies have found that disabled students continuously encounter challenges in higher education (Mutanga 2017(Mutanga , 2018Ramaahlo, Tönsing & Bornman 2018). One such study was conducted by Mutanga (2017Mutanga ( , 2018 at two South African universities.…”

Section: Disability and Institutions Of Higher Learningmentioning

confidence: 99%

‘I Don’t Have Time For This’: Stuttering and the Politics of University Time

Isaacs

2020

Scandinavian Journal of Disability Research

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Over the last four decades, increasing numbers of disabled students have entered institutions of higher education worldwide. Since 1994, the South African Government has been committed to transforming educational policy to redress the past oppression of disabled persons. Educational policies, legislation and interventions have been implemented to promote inclusive education. However, recent studies have found disabled students continue to be excluded and discriminated against at institutions of higher education in South Africa. In this analytical autoethnography, I describe my personal experiences of stuttering at two South African universities, exploring personal life stories through Felt's (2017) concept of academic chronopolitics. I argue that chronopolitics, which exists in institutions of higher learning, acts as a barrier to inclusion and participation for disabled students, specifically those who stutter. I advocate for the creation of spaces that are enabling and inclusive for all disabled students.

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Inclusion of Students with Disabilities in South African Higher Education

Cited by 46 publications

References 12 publications

The insider view: tackling disabling practices in higher education institutions

The insider view: tackling disabling practices in higher education institutions

Inequality, information technology and inclusive education in sub-Saharan Africa

‘I Don’t Have Time For This’: Stuttering and the Politics of University Time

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