Obstacles for Students With Disabilities in the Supervision Process at Postgraduate Level in South Africa

South African ◽

International Literature ◽

Journal Articles ◽

Main Obstacle ◽

Education Data ◽

Supervision Process ◽

Postgraduate Level ◽

The chapter presents the obstacles in supervision for students with disabilities at post-graduate level in South African higher education. Data were collected through scanning South African and international literature available on Google scholar, ProQuest, in books, journal articles, and online resources. Decolonial theory informed understanding of why the obstacles are confronted by the particular students. The findings revealed limited supervision is the main obstacle. The argument for the chapter is that students with disabilities' obstacles in supervision are far deeper than those seen at surface level.

The Inclusion and Support of Students With Disabilities in the South African Higher Education System

10.4018/978-1-6684-3542-7.ch069 ◽

2022 ◽

pp. 1295-1310

Author(s):

Sithabile Ntombela ◽

Vimbi Petrus Mahlangu

Keyword(s):

Higher Education ◽

South African ◽

Education System ◽

Social Model ◽

The South ◽

Social Model Of Disability ◽

Higher Education System ◽

The intention of this chapter is to contribute to the scholarship of diversity, equity, and inclusivity in contemporary higher education. Its purpose is to develop an understanding of pedagogical issues concerning the inclusion and support of students with disabilities in the South African higher education system through literature review. The chapter will contribute to debate on policy imperatives and how these have informed practice, the social model of disability and its role in shaping educational provision, access and support constraints as products of intersectionality of disability and disablement, and possible ways to re-culture higher education for support.

Students with disabilities in South African higher education

Students with Disabilities and the Transition to Work ◽

10.4324/9780429465208-3 ◽

2019 ◽

pp. 26-40

Author(s):

Oliver Mutanga

Keyword(s):

Higher Education ◽

South African ◽

Diversity, Equity, and Inclusivity in Contemporary Higher Education - Advances in Higher Education and Professional Development ◽

The Inclusion and Support of Students With Disabilities in the South African Higher Education System

10.4018/978-1-5225-5724-1.ch012 ◽

2019 ◽

pp. 195-210

Author(s):

Sithabile Ntombela ◽

Vimbi Petrus Mahlangu

Keyword(s):

Higher Education ◽

South African ◽

Education System ◽

Social Model ◽

The South ◽

Social Model Of Disability ◽

Higher Education System ◽

The intention of this chapter is to contribute to the scholarship of diversity, equity, and inclusivity in contemporary higher education. Its purpose is to develop an understanding of pedagogical issues concerning the inclusion and support of students with disabilities in the South African higher education system through literature review. The chapter will contribute to debate on policy imperatives and how these have informed practice, the social model of disability and its role in shaping educational provision, access and support constraints as products of intersectionality of disability and disablement, and possible ways to re-culture higher education for support.

Participation of Students with Disabilities in South African Higher Education: Contesting the Uncontested

Education and Disability in the Global South ◽

10.5040/9781474291231.ch-007 ◽

2019 ◽

Author(s):

Colleen Howell

Keyword(s):

Higher Education ◽

South African ◽

Advances in Religious and Cultural Studies - Social, Educational, and Cultural Perspectives of Disabilities in the Global South ◽

Students With Disabilities' Learning in South African Higher Education

10.4018/978-1-7998-4867-7.ch010 ◽

2021 ◽

pp. 148-162

Author(s):

Sibonokuhle Ndlovu

Keyword(s):

Higher Education ◽

South African ◽

Lived Experiences ◽

Normative Practices ◽

South African Higher Education ◽

Professional Degrees ◽

Systems Of Domination ◽

Different Levels

This chapter discusses how the normative practices and structures ‘disables' students with disabilities in their learning in the context of the South African higher education. Empirically, examples from the students' lived experienced have been drawn from the previous study that has been conducted in one institution of higher education, which is a privileged space, by virtue of being formerly advantaged. Data combines available literature on normativity and disablement of students with disabilities and empirical data, which were collected through interviews with students with disabilities studying specific professional degrees. Decolonial theory informed deeper understanding of the cause of normative assumptions and consequently disablement of students with disabilities. Literature and lived experiences of students with disabilities reveal that despite efforts of disruption normativity and disablement have continued to be reproduced at different levels because systems of domination are so durable and inventive.

Reimagining South African higher education in response to Covid-19 and ongoing exclusion of students with disabilities

Disability & Society ◽

10.1080/09687599.2021.2004880 ◽

2021 ◽

pp. 1-6

Author(s):

Sithabile Ntombela

Keyword(s):

Higher Education ◽

South African ◽

Towards Matching Access with Success: Using Technology to Create an Effective Learning Environment for Postgraduate Distance Learning Students

EDEN Conference Proceedings ◽

10.38069/edenconf-2019-ac-0022 ◽

2019 ◽

pp. 191-202

Author(s):

Karin (Catharina) Muller ◽

Marilize Putter

Keyword(s):

Higher Education ◽

Distance Learning ◽

South African ◽

Access To Education ◽

Ministry Of Education ◽

Effective Learning ◽

Education Environment ◽

Postgraduate Level ◽

Distance learning has been identified as a key enabler in providing greater access to education. Yet, in order to provide meaningful access and constitute a productive application of both the student and country’s resources, such access must include a reasonable chance of success (Department of Higher Education and Training – DHET, 2014). In the South African higher education environment, success – if measured by dropout and throughput rates– has been considerably lower on undergraduate distance learning programmes than on contact learning programmes (DHET, 2018b). On a postgraduate level, the graduation benchmark rate set by government similarly shows a significant disparity between contact and distance learning. For postgraduate qualifications (up to honours level), it is earmarked at 60% for contact learning; but for distance learning, the target is halved, and set at only 30% (Ministry of Education – MOE, 2001). These low rates indicate that for many distance learning students, they may have gained access to education, but have a small chance of converting such access into success.