Resumo

DREYER, Lorna M. Specific learning disabilities: Challenges for meaningful access and participation at higher education institutions. Journal of Education [online]. 2021, n.85, pp.75-92. ISSN 2520-9868.  http://dx.doi.org/10.17159/2520-9868/i85a04.

The worldview on the rights of people with disabilities has changed in pursuit of social justice, resulting in an international increase in students with disabilities enrolling at Higher Education Institutions (HEIs). This supports the need to meet the challenge to transform and attain Education for All (EFA) as a global imperative. In this research, I focussed on the experiences of students with Specific Learning Disabilities (SLDs) at a South African university. My findings suggest that although HEIs have policies that promote inclusive education, many students with SLDs still experience exclusion from full access and participation in teaching and learning. I conclude that authentic inclusion of students with SLDs requires improved awareness of institutional support structures as well as an inclusive pedagogical stance from lecturers.

Palavras-chave : higher education; student learning; transformation; specific learning disabilities; inclusive education; social cultural theory.

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