Students With Disabilities' Learning in South African Higher Education
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.