Openness and access of learners with disabilities in the department of adult education: challenges and prospects

Abstract

The paper explored challenges and prospects of openness and access of Higher Education Institutions (HEIs) to learners with disabilities. The aim was to determine the level of inclusivity of the Adult Education Department towards learners with disabilities. The objectives of the study were to: establish the extent to which the programmes in the department are open to all people; explore the extent to which learners have access to the programmes in the department and report about the learning experiences of learners with disabilities. Theories on Open Distance Learning (ODL) inclusion & access for learners with Disabilities (LWD) provide a lens to understand and interpret data. The study assumed a qualitative approach and was underpinned by the intepretivist and advocacy paradigms. Semi-structured interviews were used to generate data from the participants. Data were analyzed using qualitative content analysis. The findings of the study indicated that as an institution the University of Swaziland (UNISWA) admission procedures lacked the aspect of allowing applicants to state their level of disability; programmes in the department were open and accessible to all people. Although accessibility for LWD was found to be happening; it was hampered by lack of infrastructure and resources for learners with visual disability. LWD felt that there was still room to orient academic staff and their colleagues on how they could assist them in their learning and university life. The study concluded that crafting of a policy to guide LWD learning was critical; it also concluded that programmes in the department were open and accessible to LWD; and that LWD needed infrastructure to support their learning which includes emotional support from staff and colleague. It is recommended that the department make policies and structural changes to promote access to students with disabilities. These include giving such learners additional time during tests and examinations, and the provision of separate exam rooms to allow for their freedom during such assessments. The authors recommend that HEIs thrive and aspire to be open and accessible to all citizens; which include learners with disabilities. It is also recommended that HEIs investment in infra-structural development of learning facilities, classrooms and laboratories and resource centre should take priority to support learners with disabilities.