Inclusive education policy provision in South African research universities

The 4-A Framework suggests that all inclusive education systems must be available, accessible, acceptable and adaptable. South Africa is committed to establishing an inclusive education system that does not exclude students with disabilities. South African university disability policies translate the imperatives of the United Nations Convention on the Rights of Persons with Disabilities into institutional mandates that govern the implementation of inclusive education. The aim of this study was to determine to what extent disability policies at South African research-intensive universities addressed the markers contained in the 4-A Framework. The framework was reworked and operationalised for the higher education context, and expanded to include a fifth marker, namely affordability. A deductive thematic analysis, using a protocol based on the five markers, was used to analyse these policies. Results indicate that, of the five markers, affordability was not sufficiently addressed. Various disclaimers also limit policy provisions related to other markers.     

Globalising accessibility: drawing on the experiences of developed countries to enable the participation of disabled people in Zambia

This paper explores the accessibility situation in a developing country such as Zambia. The global view of accessibility for disabled people is provided to examine the accessibility situation in developed and developing countries, highlighting the role of the environment in achieving rights for disabled people. Recognition of disability rights relating to accessible built environments is a necessary element to ensure their participation. Limited disability research, lack of disability policies and systems, evaluation of disability rights and support from developed countries have been cited as contributing to the non-recognition of disability rights and low participation by disabled people in Africa. An international perspective of disability, accessibility and participation and the experiences of developed countries are examined and their potential for advancing accessible built environments for participation in developing countries considered. However, accessibility concepts, having been developed in western countries, are presented with caution acknowledging the geographical, social–cultural and economic differences that exist.     

Poverty and disability in Eastern and Western Cape Provinces,South Africa

The impact of disability on the living conditions of people living in specifically resource‐poor areas in South Africa has not previously been addressed. This paper presents a comparison of people with a disability and their non‐disabled peers with respect to some key poverty indicators among a sample of Xhosa speaking individuals in resource‐poor areas of Eastern and Western Cape Provinces. A questionnaire on the level of living conditions (household composition and socio‐economic characteristics) and a detailed disability questionnaire that captured more specific details of the disability experience of the individual with a disability were adapted to the South African context and utilised. Despite the improved situation of households with a disabled family member in terms of financial resources (due primarily to the allocation of disability grants), other measures of poverty (education and employment) remain divisive for those with disabilities.     

Creating Enforceable Civil Rights for Disabled Students in Higher Education: an institutional theory perspective

The Titles II and III of the Americans with Disabilities Act of 1990, building on the Section 504 of the Rehabilitation Act of 1973, have been relatively effective in securing enforceable civil rights for disabled students in higher education in the United States. In contrast, the Disability Discrimination Act of 1995 and any related previous pieces of legislation have persistently excluded these students in the United Kingdom, making, by default, any discrimination against them legal. However, the Government has started the legislative rule making process to include higher education under the new legislation, based on the final report of the Select Committee on Education and Employment of House of Commons and the final report of the Disability Rights Task Force. The paper argues that close examination of these reports as well as the Government's most recent consultation paper, 'Rights for Disabled People in Education', reveals a path which is unlike the path that followed during the rulemaking process leading to the Americans with Disabilities Act of 1990. In other words, it is likely that disabled students would continue to be subjected to potential discrimination despite the inclusion of higher education under the new proposed legislation and despite special disability funding provided to universities for disabled students. Disability civil rights advocates have an important role to play in the current rule-making process to create enforceable civil rights for disabled students in higher education.     

Enduring disablism: students with dyslexia and their pathways into UK higher education and beyond

This paper presents some of the findings derived from a UK Aimhigher South Yorkshire research report on disability and higher education. Many of the students who shared their life histories for this project found that there was a lack of information in making choices about their futures, especially information about pursuing higher education. Without information to make informed choices, disabled students not only experience stress and anxiety, but also difficulty in preparing themselves for higher education study. This is, perhaps, reason for the low proportion of disabled learners in further and higher education. There are many reasons to explain this disparity. Many factors are inextricably linked to disablism institutionalized within many sectors of education. The education arena is not being singled out here. However, it does serve as further notice of the pervasiveness of disablism existing in wider society.     

Rights discourses in relation to education of people with intellectual disability: towards an ethics of care that enables participation

In this paper we argue that human rights approaches for intellectually disabled people have failed to recognise the complexity of rights claims made by and on behalf of this group. Drawing on a research project into discourses of education for intellectually disabled people in the Eastern Cape, South Africa we discern three rights discourses; namely, rights to full participation, rights to special services and rights to protection. These draw off a social model, a medical model and a protective model, respectively. We note that these discourses may be set up in contestation with each other. However, we argue that they can be seen as complementary if viewed within an ethics of care that enables participation. Within this conceptualisation, participation is viewed within relations of care but is subject to a critique that examines the role of context and disciplinary power in constructing dependency.     

Engaging with the Disability Rights Movement: the experience of community-based rehabilitation in southern Africa

This paper argues that unless community-based rehabilitation CBR programmes enter into genuine consultation with the disability rights movement they are in danger of repeating the mistakes of institution-based rehabilitation. Partnership between CBR programmes, and disabled people's and parents' organisations in southern Africa has led to the development of a more consumer focused approach to CBR Where disabled adults and parents have been fully involved in the design and implementation of programmes, CBR workers have a clearer understanding of disability as a development issue. Education, employment and poverty alleviation have been given a higher priority than medical rehabilitation in these programmes. The evolving concept of CBR and its relationship with the disability rights movement has been observed and documented by The Save the Children Fund, and forms the basis of this paper.     

Social work students field training as an opportunity to develop best practice in disabilities: the case of Jordan

This article outlines an innovative field for training efforts that foster the abilities of undergraduate social work students so that they are able to empower local communities in disability issues. It discusses the contribution of social work education in improving livelihoods of families with disabled members, challenging families as well as attitudes of local communities towards the disabled. Social work students were placed in a centre for children with developmental disabilities for a period of eight months. At this stage of their training, students were required to demonstrate their skills in working with individuals, families and communities. They were also required to identify opportunities for interventions that addressed stigma and social inclusion. Key outcomes from students’ voices were captured through their field notes, some limited observations and focus group discussions. The field training demonstrated that students managed to establish a support group for mothers with disabled children to provide a safe place to share their experiences. Student outcomes highlighted that the field experience was effective and feedback from families indicated that training raises disability awareness and facilitates women’s access to existing support systems. In addition, it engages professionals and families to work together in developing a long-term strategy to reduce isolation and exclusion, as well as to tackle health and social inequalities in Jordan.     

The experience of disabled and non-disabled students on professional practice placements in the United Kingdom

There are limited comparisons between the experience of disabled students in higher education and their non-disabled peers, particularly on practice placements. This article presents the results of such a comparison, across six professional disciplines in one UK university. The results revealed that both disabled and non-disabled students reported positive placement experiences and also similar difficulties. Such difficulties were exacerbated for some disabled students, however, including as a consequence of the attitudes of others to disability. Recommendations for practice are identified that aim to enhance the placement experience of all students and to remove barriers to access.     

‘We do not have chiefs who are disabled’: disability,development and culture in a continuing complex emergency

In 2011 The World Health Organization declared disability an international development priority. Yet disability and disabled people are barely visible in the Millennium Development Goals. Exploring disabled people’s involvement in development processes in Binga District, Zimbabwe, this article: illuminates the impact of cultural beliefs about disability that systematically exclude disabled people from development initiatives; assesses the strengths and limitations of the capability approach for theorising disability; and considers the role of (u)buntu, a philosophy based on human relatedness and interdependence, in promoting justice for disabled people in sub-Saharan Africa.     

How do Spanish disability support offices contribute to inclusive education in the university?

This article analyzes the functioning of disability support offices and their contribution to inclusive education in seven Spanish universities from the perspective of staff. Using a qualitative methodology, interviews with office staff were conducted, and data were analyzed through an inductive coding system. The results are organized around five themes: characteristics of disability support offices, staff training, functions performed by different services, barriers and opportunities identified by office staff, and proposals to improve attention given to disabled students. Information gathered leads to the conclusion that the work carried out in disability support offices must receive support from universities, as these offices are a key element for the access and retention of students with disabilities in the university and for the successful completion of their studies.     

How people with disabilities experience programs to prevent intimate partner violence across four countries

Women with disabilities are more vulnerable to violence, including intimate partner violence (IPV), yet the majority of emerging IPV prevention programs fail to explicitly consider the needs of participants with disabilities. Women and men living with disabilities engaged with IPV prevention programs in four countries were interviewed to explore how disability shaped their experiences of gender, violence, IPV, and whether the programs met their disability related needs. In-depth interviews were conducted with 16 women and 15 men living with disabilities in Ghana, Rwanda, Tajikistan and South Africa. The data were analysed thematically and compared across the settings. Participants described experiencing disability-related stigma, discrimination, exclusion, and for women, increased vulnerability to IPV. Barriers to full participation in programs included limited accessibility, and lack of disability-specific materials, recruitment or outreach. Enablers of inclusion included recruitment and monitoring strategies aimed at people with disabilities, partnering with a local disabled people’s organization, training staff in disability inclusion, and raising awareness of disability rights. The data encouragingly suggests that inclusion of women and men with disabilities in IPV prevention programs designed for the general population has beneficial outcomes. Inclusion can prevent violence, promote their wellbeing, support economic empowerment, and challenge disability-related stigma and discrimination.     

Disabled students’ narratives about their schooling experiences

An ongoing interest in disabled learners’ voices has been reflected in a number of studies that explore students’ experiences of schooling, as part of the quest to understand how inclusive education can be achieved. These studies, however, have been conducted mainly in industrially developed countries, while very few studies exist from industrially developing countries such as Greece in which disabled people’s voices are under-represented not only in political processes but in research as well. The aim of this study was to investigate disabled students’ educational experience, their social interactions with peers and teachers, the choice of school and the support they received for responding to curricular demands and complexities. The results of the study confirmed that disabled students can provide invaluable information on matters involving their education, and showed how personal experiences of disability are influenced by the socio-cultural experiences lived in different social arenas, such as that of education.     

Disabling Africa: the power of depiction and the benefits of discomfort

Despite the fact that the vast majority of disabled people live in low and middle-income countries, the field of disability studies is dominated by research on disability in wealthy contexts. Although there are encouraging signs of this pattern changing, there are challenges to researchers about how to represent and think about disability in African contexts, and it is difficult not to reproduce unhelpful stereotypes. We use the example of an encounter we had with an expatriate Deaf South African to reflect on the complexities of representation facing people working on disability issues in Africa and what has been termed the Global South. We suggest that an appreciation of the productive value of discomfort about issues of representation may help move the field forward.     

Time for justice: safeguarding the rights of disabled children

This article reviews two core strategies for safeguarding the rights of disabled children and examines the extent to which these processes advance justice for children in accessing an inclusive and equitable education. The article evaluates the adequacy of the legal system in the face of increased evidence of exclusionary practices of schools, and the low uptake of the disability tribunal as a vehicle for redressing discriminatory practices. It reviews the work undertaken with schools to develop procedures and processes to support them in identifying disabled pupils in order to monitor the impact of their policies and practices. Although there were some limitations, this work provided a platform from which to ensure that schools engaged with their responsibilities and understood more about the ways in which a child’s impairment impacted on their participation in school life. Instead we are dependent on the work of voluntary associations to safeguard children’s rights.     

Explanatory models for disability: perspectives of health providers working in Malawi

Health providers’ understanding of disability determines how disabled people are treated, and hence it is imperative to address conceptualisations of disability, as this will contribute to better opportunities and realisation of human rights for disabled people. This article will use data from a qualitative study exploring conceptualisations of disability by 22 health service providers from the total health care system in Malawi, including the professional sector (e.g. medical doctors and nurses) and the folk sector (healers and indigenous practices). We will discuss how these perceptions influence the lives of disabled people, using the case of a health service user with physical and speech impairment as an example. Our data show that health providers largely conceptualise disability according to the medical model for disability, contributing to the exclusion of disabled people. The bio-psycho-social model for disability, largely absent as an explanatory model for disability among our informants, is the most inclusive and rights based.     

Integration versus segregation: the experiences of a group of disabled students moving from mainstream school into special needs further education

Although the latest education policy for disabled students is one of inclusion, some students are moving out of mainstream schools into specialist colleges for their further education. This research uses a combination of group and individual interviews to explore why this move away from mainstream education is made. Results show that these students' moved into specialist education because of the inadequate physical accessibility of their mainstream colleges, the quality of disability services available to them and their previous experiences whilst in mainstream school. These students were able to identify both strengths and weaknesses within mainstream and special education for disabled students, and believed that educational placement should therefore be a matter of choice depending on the physical, academic and emotional needs of the individual. It would appear, however, that for the students participating in this research, their local mainstream colleges were unable to cater for their needs, indicating that their decision to move into a special needs college was not based on a real choice. Mainstream colleges are challenged to create a truly inclusive environment so that disabled students are offered a real choice.     

A Disabling Education: the case of disabled learners in Malaysia

Currently there is a move by the government towards improving the state of education for disabled learners in Malaysia. It is believed that current policy and practice do not meet the needs and requirements of these learners, partly because of the different definitions of disability adopted by various government agencies that are empowered to assist them. Employing a social constructivist framework, these definitions are examined specifically in the way they have been developed into different practices. It is argued that some of the common practices in educating disabled learners are discriminatory and haphazardly planned. The material effects of these practices on the actual provisions of education for these learners are then observed and evaluated. It is suggested that the education system be improved by including disabled learners in mainstream education, so as to help instigate positive changes in the lives of these learners through the wider process of social inclusion.     

Laughing matters: humour as advocacy in education for the disabled

Humour is an advocacy tool used by women organisers in Sāmoa, an Independent State in the Pacific. Examining the use of humour (jokes, sarcasm, banter, and clowning) in social action research reveal creative ways that advocates and activists can challenge systems of normalcy. This paper examines humour as an informal conversational and non-confrontational strategy used by (non)disabled Indigenous women to support the creation of schools for disabled students. Thematic analysis of the data shows that the women’s use of humour supports their agenda of transforming exclusive structures in education and policy. Using humour as an organising strategy also shifts mainstream thinking about disabled people as easy targets of offensive and degrading humour. The paper explores humour as an organising strategy that provides new supports into inclusive spaces for the education of disabled people in the global South.