Integration into Higher Education: Experiences of Disabled Students in South Africa

Autor/inn/en	McKinney, Emma Louise; Swartz, Leslie
Titel	Integration into Higher Education: Experiences of Disabled Students in South Africa
Quelle	In: Studies in Higher Education, 47 (2022) 2, S.367-377 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McKinney, Emma Louise) ORCID (Swartz, Leslie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2020.1750581
Schlagwörter	Foreign Countries; Students with Disabilities; Inclusion; Access to Education; Higher Education; College Students; Student Experience; Equal Education; Educational Policy; Social Bias; Educational History; Attitudes toward Disabilities; Symptoms (Individual Disorders); Barriers; Self Disclosure (Individuals); Course Selection (Students); Student Attitudes; South Africa + Suchen Sie Ihr Suchwort? Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Studienerfahrung; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Psychiatrische Symptomatik; Course selection; Kurswahl; Schülerverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In line with global non-discrimination legislative changes and inclusive education policies, the number of disabled students in higher education institutions are increasing. Previously, disabled students were excluded from higher education. Currently, however, higher education institutions are expected to have disability statements and policies, and provide support for disabled students. In spite of this upward trend, disabled students remain seriously underrepresented within higher education, and experience barriers at a range of levels. This article examines the experiences of disabled participants entering into higher education in South Africa. The findings of this qualitative exploratory study highlight the influences of onset of disability (acquired verses congenital) on their integration experiences. It specifically examines participants' experiences accepting newly acquired disabilities and the impact of this on completion of study, experiences relating to disclosure of disability, and opportunities to select and enrol for desired subjects and courses at higher education institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01