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African Journal of Disability (Online)

On-line version ISSN 2226-7220
Print version ISSN 2223-9170

Abstract

MUTANGA, Oliver  and  WALKER, Melanie. Exploration of the academic lives of students with disabilities at South African universities: Lecturers' perspectives. Afr. j. disabil. (Online) [online]. 2017, vol.6, pp.1-9. ISSN 2226-7220.  http://dx.doi.org/10.4102/ajod.v6i0.316.

BACKGROUND: A decade has passed since South Africa signed and ratified the Convention on the Rights of Persons with Disabilities, a human rights treaty that protects the rights and dignity of people with disabilities. However, not much have changed for students with disabilities. OBJECTIVES: The aim of this study was to explore lecturers' experiences with, and perspectives on, disability as well as with students with disabilities. It was hoped that this would contribute to the ongoing policy debates about diversity, inclusion and support for students with disabilities at universities. METHODS: In an effort to understand the lives of students with disabilities better, a study which included students with disabilities, lecturers and disability supporting staff was conducted at two South African universities - University of the Free State and University of Venda. The paper takes a snapshot view of four lecturers and their perceptions of the lives of students with disabilities at their respective universities. RESULTS AND CONCLUSION: Although most disability literature report students with disabilities blaming lecturers for their failure to advance their needs, this paper highlights that the education system needs to be supportive to lecturers for the inclusive agenda to be realised. An argument is made for a more comprehensive approach towards a national disability policy in higher education involving many stakeholders. Without a broader understanding of disability, it will be difficult to engage with the complex ways in which inequalities emerge and are sustained.

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