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Challenges and needs of learners with disabilities in an inclusive institution of higher education in the Limpopo Province of South AfricaTugli, Augustine Kwame 02 1900 (has links)
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)
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'Looking okay' : exploring constructions of fluctuating or recurring impairments in UK Higher EducationBoyd, Victoria A. January 2012 (has links)
This research explores constructions and understandings of fluctuating or recurring impairments in Higher Education in the UK. It considers ways in which institutional discourses within one UK University have shaped policy and provision for disabled students, and how students with fluctuating or recurring impairments negotiate and enact identities in this context. For many students, impairments such as chronic fatigue syndrome (CFS)/ myalgic encephalomyelitis (ME), epilepsy or diabetes, for example, have the potential to vary in intensity, and thus impact, on participation in learning activities and on self-perception/ identity. With increasing disclosure, yet limited recognition, of such types of impairment comes a need for institutions to better understand changing impact in terms of inclusion and in observing anticipatory aspects of legislation, as well as furthering insight into how student identities are negotiated and constructed in an educational context. This research uses a social constructionist framework to explore constructions and subjectivities as regards fluctuating or recurring impairments, and comprises both staff and student perspectives. The staff perspective is based on the thematic narrative analysis of interviews with three members of staff, and is presented in conjunction with an example of institutional policy to highlight discourses drawn upon in constructing disability and disabled students. The impact of these discourses on institutional constructions and practice is key to the analysis. The student perspective is based on two phases of data collection: firstly, 24 semi-structured interviews with students who self-described a fluctuating or recurring impairment; and secondly, five students’ responses to six bi-weekly emails over the course of one academic trimester (January – April 2011). Summary data from the first phase is used to frame discussion on issues raised by students regarding institutional constructions and support. A ‘hybrid’ narrative analysis framework incorporating positioning analysis as well as both ‘big’ and ‘small stories’ has been used in analysing the phase two data. The approach considers the influence of institutional discourses on how students are positioned institutionally and position themselves, as well as ways in which performances of identity may be shaped. The thesis concludes by considering the implications of the research outcomes for Higher Education. In so doing, it notes the significance of policy implementation and cultural change, and makes recommendations for areas of focus in raising institutional awareness of fluctuating or recurring impairments within existing constructions of disability.
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The education, training and developmental support for employees with disabilities : a wellness perspectiveVan Niekerk, Zelna 11 1900 (has links)
This study investigated the education, training, and developmental support offered to
employees with disabilities, the contribution thereof to their wellness, and the support
needed to further improve their wellness. The Bio-psycho-social Model of Disability and
the Six-dimensional Model of Wellness were used as the theoretical lenses to better
understand disability and wellness. The aim was to answer the research question, “What
kind of education, training, and developmental support is offered to employees with
disabilities in organisations?”
Within the interpretivist paradigm, the researcher used qualitative research to better
understand the wellness experiences and developmental needs of employees with
disabilities. Twelve participants were identified with the assistance of organisational
representatives as part of snowball sampling, before the researcher conducted semistructured interviews with each. The researcher and an independent co-coder then
analysed the data, using content analysis.
The study revealed that participants described mostly positive experiences on all six
wellness dimensions, but they considered the education, training, and developmental
support provided insufficient on most of the dimensions. They indicated that, to improve
their wellness, their employers need to offer disability-specific education, training, and
developmental support to all stakeholders including colleagues, managers and
community members. This stressed the need for a wellness framework that includes the
education, training, and developmental needs unique to disability.
The Wellness Framework for Employees with Disabilities proposed as a result of this
study indicates the participants’ personal and work-related developmental needs, as well
as the organisational and community development they feel will contribute to their
wellness. This support should also empower employees with disabilities to become
change champions for disability, to drive disability awareness, and, with organisational
support, change and ensure the implementation of relevant public policies.
The study was limited by the availability of research on disability, and further research to
evaluate the effectiveness of the proposed wellness framework and the disability-related
public policy developed since 2014 is suggested. Future studies could also investigate
other wellness variables, to holistically understand the wellness of persons, specifically
those with disabilities. / Inclusive Education / D. Ed. (Inclusive education)
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