Learners with disabilities do not only incur various challenges in their learning encounters, but their presence also places many demands on Institutions of Higher Education (IHE). The purpose of this study was to investigate the challenges and needs of learners with disabilities in an inclusive IHE and to use the findings to develop guidelines that will promote their accommodation in the learning environment. The study employed a descriptive cross-sectional quantitative design where self-administered questionnaires were used to collect data. A total of 67 learners from different disability categories participated in the study. Data were analysed using the Statistical Package for the Social Sciences (SPSS) version 19. Among the participants 50.7% were males, 41.8% were mobility impaired and 29.9% were visually impaired. While almost two-thirds (64.2%) of the participants indicated that they were born with the condition, 27.3% said they required regular medical attention and 9.0% indicated they needed assistance in performing their daily routine work. With regard to challenges facing the participants, 64.1% said lecturers were not flexible in their teaching methods, and 68.8% said lecturers did not make follow-ups on them when they failed to cope academically. Among this group of learners almost 3 in 4 (74.6%) participants repeated their courses at least once. In addition, whilst 43.8% indicated that the physical environment constituted a great barrier to their learning, 53.8% said they were vulnerable to abuses and dangers. The participants rated sanitation and extra-curricular programmes as the poorest. The study established that there were significant (p=0.007) relationship between blindness status and failure rate, and also between type of secondary school (special or regular) attended and the ability to cope with the demands of tertiary education (p=0.004). These findings suggest that there are a number of challenges that tend to exclude and marginalise learners with disabilities in IHEs. The study, therefore, recommended that the Department of Higher Education and Training (DoHET) must make it mandatory for all IHEs to develop and implement inclusive institutional policies that will remove academic and social barriers in IHEs in line with the Social Model of Disability. / Health Studies / D. Litt. et Phil. (Health Studies)

Learners with disabilities do not only incur various challenges in their learning encounters, but their presence also places many demands on Institutions of Higher Education (IHE). The purpose of this study was to investigate the challenges and needs of learners with disabilities in an inclusive IHE and to use the findings to develop guidelines that will promote their accommodation in the learning environment. The study employed a descriptive cross-sectional quantitative design where self-administered questionnaires were used to collect data. A total of 67 learners from different disability categories participated in the study. Data were analysed using the Statistical Package for the Social Sciences (SPSS) version 19. Among the participants 50.7% were males, 41.8% were mobility impaired and 29.9% were visually impaired. While almost two-thirds (64.2%) of the participants indicated that they were born with the condition, 27.3% said they required regular medical attention and 9.0% indicated they needed assistance in performing their daily routine work. With regard to challenges facing the participants, 64.1% said lecturers were not flexible in their teaching methods, and 68.8% said lecturers did not make follow-ups on them when they failed to cope academically. Among this group of learners almost 3 in 4 (74.6%) participants repeated their courses at least once. In addition, whilst 43.8% indicated that the physical environment constituted a great barrier to their learning, 53.8% said they were vulnerable to abuses and dangers. The participants rated sanitation and extra-curricular programmes as the poorest. The study established that there were significant (p=0.007) relationship between blindness status and failure rate, and also between type of secondary school (special or regular) attended and the ability to cope with the demands of tertiary education (p=0.004). These findings suggest that there are a number of challenges that tend to exclude and marginalise learners with disabilities in IHEs. The study, therefore, recommended that the Department of Higher Education and Training (DoHET) must make it mandatory for all IHEs to develop and implement inclusive institutional policies that will remove academic and social barriers in IHEs in line with the Social Model of Disability. / Health Studies / D. Litt. et Phil. (Health Studies)