Abstract
This study explores the experiences of students living with disabilities at a TVET college. In Africa, many countries encounter challenges in pursuing higher education, and South Africa is not exempt from this worldwide issue. The government of South Africa has shown its dedication to creating policies that develop transformation with regard to inclusivity in the institutions of learning, including at the basic education level as well as Higher Education Institutions (HEIs). Despite this dedication by the government, students living with disabilities still encounter challenges that hamper their smooth transition into the settings, which ultimately hamper academic success and graduation rates of HEIs. Research has been conducted on the inclusivity of Higher Education Institutions (HEIs); however, the majority of the studies focus on universities, while research on TVET colleges remains limited.
This study adopted the qualitative research design to investigate the experiences of students living with disabilities at a TVET college. The participants of this study were drawn from the undergraduate and postgraduate students living with disabilities at the TVET College and numbered seven in total. One-on-one in-depth semi-structured interviews were used to collect data for this study. The Bronfenbrenner’s Ecological Systems Theory was used for this study owing to its relevance in exploring the experiences of students living with disabilities.
This study explored the type of support students living with disabilities received during orientation or the registration period at the TVET college. The quality of the assistive technological services provided by the TVET college was also explored. In addition, the positive and negative experiences the students encountered, as well as the support at their disposal outside of the TVET college, were explored in this study.
The provision of support and services for students living with disabilities, whether physical, visual or hearing-related or learning-related, has been proven to be necessary by the findings of this study. It remains imperative for TVET colleges to receive the appropriate support from the government, as these colleges also form part of HEIs in the country. Resource and financial provisions are required for the smooth transition of students living with disabilities at any TVET college. For the goal of inclusive education to be achieved, all the role-players, including the management of TVET colleges, lecturers and support staff, must play their parts effectively.