scholarly journals Course Repetition among Students with Disabilities from Mainstream and Special School Backgrounds at a Tertiary Institution in South Africa

2017 ◽  
Vol 17 (1-3) ◽  
Author(s):  
A.K. Tugli
Keyword(s):  
South Africa ◽  
Students With Disabilities ◽  
Special School ◽  
Tertiary Institution

Challenges Confronting Students With Disabilities in Research Engagement in South Africa

2022 ◽  
pp. 1953-1967
Author(s):  
Sibonokuhle Ndlovu
Keyword(s):  
South Africa ◽  
Students With Disabilities ◽  
South African ◽  
Time Allocation ◽  
Negative Attitudes ◽  
Feedback Communication ◽  
Research Engagement ◽  
Adequate Funding ◽  
Physical Barriers ◽  
Underlying Causes

This chapter presents physical barriers, lack of adequate funding, poor supervision, delay in feedback, communication difficulties, negative attitudes, and impairment-related disadvantages as the unique challenges confronted by students with disabilities when doing research in higher education in South Africa. Data were collected through scanning South African and international literature available on Google scholar, ProQuest, in books, journal articles, and online resources. Informed by decolonial theory, the invisible underlying causes of the challenges are discussed. Suitable assistive devices, listening to students with disabilities' voices, and more time allocation are suggested as strategies that could improve research engagement for students with disabilities.

scholarly journals Gender norms in South Africa: implications for HIV and pregnancy prevention among African and Indian women students at a South African tertiary institution

2009 ◽  
Vol 11 (2) ◽  
pp. 139-157 ◽  
Author(s):  
Joanne E. Mantell ◽  
Sarah L. Needham ◽  
Jennifer Ann Smit ◽  
Susie Hoffman ◽  
Queen Cebekhulu ◽  
...  
Keyword(s):  
South Africa ◽  
Women Students ◽  
South African ◽  
Gender Norms ◽  
Pregnancy Prevention ◽  
Tertiary Institution ◽  
Indian Women

scholarly journals Students with Disabilities at Two Higher Education Institutions Selected from South Africa: A Social Model of Disability

2021 ◽  
Vol 10 (6) ◽  
pp. 238
Author(s):  
Mogomme Alpheus Masoga
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Students With Disabilities ◽  
Academic Community ◽  
Social Model ◽  
Academic Life ◽  
Social Model Of Disability ◽  
Higher Education System ◽  
Physically Challenged ◽  
User Friendly

Learners with disabilities are faced with unprecedented challenges in their pursuit of integration in the institutionalized higher education system in South Africa. The aim of this paper is to explore the recruitment and integration of students with disabilities (SWDs) at selected rural universities in South Africa in terms of facilities for physically challenged students. Personal conversations and informal discussions and desk and documentary research have collectively informed the present discourse. By utilizing a social model of disability, this study proposes that both institutions need to accelerate the provision of user-friendly facilities to accommodate various categories of SWDs either currently enrolled or those aspiring to study at the institutions. Considering the evaluations and observations explored in this opinion paper, the academic community of both institutions will need to pay attention to the special needs of SWDs because the absence of this attention will negatively impact the outcome of the academic life of learners.

Music Therapy in the Context of the Special School

2015 ◽  
Author(s):  
Tommy Hayes
Keyword(s):  
Special Education ◽  
Music Therapy ◽  
Students With Disabilities ◽  
School Setting ◽  
Evidence Base ◽  
Development Planning ◽  
Learning Goals ◽  
Special School ◽  
Music Therapists ◽  
Education Professionals

Music therapy in special education aims to address the learning goals for students with disabilities in group or individual sessions. Music therapy practice has a long history of service within special education, and has a developing evidence base to support the benefits of music therapy. This chapter describes how music therapy is included within a special school setting which provides education services to students with disabilities. Music therapists work alongside allied health and education professionals to assist students to achieve learning targets in areas of communication, social, emotional, cognitive, and physical development. Planning and evaluation are important in order to chart progress and adapt programmes to ensure they are optimizing outcomes for participants.

Convenience and accessibility of library services to students with disabilities at the University of Limpopo in South Africa

2016 ◽  
Vol 49 (2) ◽  
pp. 180-190 ◽  
Author(s):  
Justice Phukubje ◽  
Mpho Ngoepe
Keyword(s):  
South Africa ◽  
Students With Disabilities ◽  
Best Practice ◽  
Information Access ◽  
Library Services ◽  
Disabled Students ◽  
Policy Makers ◽  
Service Unit ◽  
The Disabled ◽  
The University

Students with disabilities require special convenient access to library services as compared to the general student population. Despite the special needs requirements, there is consensus among researchers that access to library services by students with disabilities is not yet fully available, especially in countries in the global periphery. This study utilised quantitative data collected through questionnaires directed to 92 disabled students registered for the 2013 academic year, an interview with the librarian responsible for the disabled students unit and observation using the IFLA checklist for access to libraries for disabled people to evaluate the convenience and accessibility of library services for students with disabilities at the University of Limpopo in South Africa. Even though the study established that a purpose-built library service unit for students with disabilities that complies with international best practice was in place, students with disabilities were not adequately satisfied with the library services they received as very few library materials had been transcribed into accessible formats. The situation was compounded by the fact that only one librarian was assigned to manage and run the library services for the disabled. The study recommends that the university should hire more librarians to assist students with disabilities in the audio-braille library. It is hoped that the study will stimulate policy makers to include students with disabilities in information access and collection development policies. A further study on the needs and academic progress assessment of students with one group of disabilities is recommended.

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