Participation in higher education: Voices of students with disabilities
Since the attainment of political independence in 1980 coupled with the paradigm shift from exclusion to inclusion in education in Zimbabwe, the number of students with disabilities in higher education is significantly increasing. Entrenched in qualitative research approach, this study draws from a...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2018-01-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/2331186X.2018.1542761 |
| _version_ | 1797701797830197248 |
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| author | Tawanda Majoko |
| author_facet | Tawanda Majoko |
| author_sort | Tawanda Majoko |
| collection | DOAJ |
| description | Since the attainment of political independence in 1980 coupled with the paradigm shift from exclusion to inclusion in education in Zimbabwe, the number of students with disabilities in higher education is significantly increasing. Entrenched in qualitative research approach, this study draws from a sample of 17 students with disabilities at a university. It gathered data regarding the barriers to and facilitators of participation of students with disabilities in learning. A constant comparative approach was used to analyze data. Most of the students disclosed their disabilities on admission and registration in order to be supported in their studies. However, some of the students only disclosed their disabilities during the course of their studies for fear of the stigmatization which is associated with exceptionalities. The incompetence of lecturers in inclusive education, lack of provision of handouts and notes prior to presentation of lectures, inflexibility in assignments and examination, focus on disabilities rather than abilities, and patronizing behavior were barriers to participation of students with disabilities in learning. Disclosure of disabilities, disability resource unit support services, and facilities that met the needs of students with disabilities were facilitators of the participation of these students in learning. Individual and institutional capacity building in inclusive education including institutionalization of professional development of lecturers, alternative assessments, disability awareness campaigns, and supportive policies could enhance the participation of students with disabilities in learning in higher education. |
| first_indexed | 2024-03-12T04:40:56Z |
| format | Article |
| id | doaj.art-570780847459481fba2da73abb637ce4 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T04:40:56Z |
| publishDate | 2018-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-570780847459481fba2da73abb637ce42023-09-03T09:40:07ZengTaylor & Francis GroupCogent Education2331-186X2018-01-015110.1080/2331186X.2018.15427611542761Participation in higher education: Voices of students with disabilitiesTawanda Majoko0University of South AfricaSince the attainment of political independence in 1980 coupled with the paradigm shift from exclusion to inclusion in education in Zimbabwe, the number of students with disabilities in higher education is significantly increasing. Entrenched in qualitative research approach, this study draws from a sample of 17 students with disabilities at a university. It gathered data regarding the barriers to and facilitators of participation of students with disabilities in learning. A constant comparative approach was used to analyze data. Most of the students disclosed their disabilities on admission and registration in order to be supported in their studies. However, some of the students only disclosed their disabilities during the course of their studies for fear of the stigmatization which is associated with exceptionalities. The incompetence of lecturers in inclusive education, lack of provision of handouts and notes prior to presentation of lectures, inflexibility in assignments and examination, focus on disabilities rather than abilities, and patronizing behavior were barriers to participation of students with disabilities in learning. Disclosure of disabilities, disability resource unit support services, and facilities that met the needs of students with disabilities were facilitators of the participation of these students in learning. Individual and institutional capacity building in inclusive education including institutionalization of professional development of lecturers, alternative assessments, disability awareness campaigns, and supportive policies could enhance the participation of students with disabilities in learning in higher education.http://dx.doi.org/10.1080/2331186X.2018.1542761higher educationstudents with disabilitiesstigmatizationsupporttraining |
| spellingShingle | Tawanda Majoko Participation in higher education: Voices of students with disabilities Cogent Education higher education students with disabilities stigmatization support training |
| title | Participation in higher education: Voices of students with disabilities |
| title_full | Participation in higher education: Voices of students with disabilities |
| title_fullStr | Participation in higher education: Voices of students with disabilities |
| title_full_unstemmed | Participation in higher education: Voices of students with disabilities |
| title_short | Participation in higher education: Voices of students with disabilities |
| title_sort | participation in higher education voices of students with disabilities |
| topic | higher education students with disabilities stigmatization support training |
| url | http://dx.doi.org/10.1080/2331186X.2018.1542761 |
| work_keys_str_mv | AT tawandamajoko participationinhighereducationvoicesofstudentswithdisabilities |