Abstract
There is an increased number of differently-abled students furthering their studies in Higher Education Institutions (HEI). The aim of the study was to investigate the educational support needs of differently-abled students, the roles and functions of a disability centre and explore how these students can be supported holistically through the development of a disability centre. Support offered in a disability centre facilitates academically related support services to the students in order to ensure full participation and opportunity. Educational support is undeniably of utmost importance for all students and is even more important for differently-abled students in HEI’s to ensure that the students achieve academic success (Mbuvha, 2019).
The study was located in a university in Gauteng and participants were enrolled differently-abled students and lecturers. An interpretivist stance was employed in exploring and gaining understanding of the differently-abled students’ learning experiences at the university as well as the staff members’ teaching experiences. Interpretivism further allows the researcher to explore the narratives of experiences of the participants.
The current study was qualitative in nature; therefore, participants were selected purposively. The total sample of the study comprised of 31 participants, of which 19 were full time enrolled differently-abled students and 12 were staff members who are involved teaching and learning at this university. Data were collected through face to face semi-structured interviews and a biographical questionnaire was administered with each participant. An interview schedule was used as a guide to gather data from the participants. All interviews were conducted by the researcher. While administering the face to face semi-structured interviews, the conversations were recorded using a digital tape recorder. The data from the interviews were transcribed verbatim by the researcher. This was done to ensure accuracy in the analysis and presentation of data. Inductive thematic analysis approach was used to analyse data.
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The themes which emerged were: factors threatening academic success, academic success enablers, deficient institutional support atmosphere, positioning the stance of a disability centre. Findings from the study indicate that students and staff members acknowledge the importance and value of the development of a disability centre to address the needs of differently-abled students. Furthermore, the findings of the study indicate that differently-abled students face various barriers which have an implication on their academic success, these students navigate their academic journey without the necessary support as they are determined to complete their qualifications. Additionally, lecturers acknowledge the need to be trained in order to teach and support differently-abled students more effectively. Considering the findings of the study, the recommendation is that the university needs to develop a disability centre. A policy that holistically addresses disability and how differently-abled students will be supported needs to be established and adhered to.