Provision of Assistive Technology for Students with Disabilities in South African Higher Education
Abstract
:1. Introduction
1.1. Provision of AT and Assistive Devices in the United Kingdom
1.2. Provision of AT and Assistive Devices in South African Higher Education
1.3. South African Higher Education as A Low-Resource Setting
2. Critical Disability Theory as Framework
2.1. Intersectionality
2.2. Context
3. Methods
4. Results
4.1. Provision of AT and Assistive Devices at the Institution
4.1.1. Institution Making Decisions on What AT and Assistive Devices Should Be Provided
If we have a new student who is coming with a disability, that is part of my job, to design technologies for new disabilities. We need to improve technology because every technology in life need a user and I as well, must always have something new in my mind (Member 5).
4.1.2. Provision of AT and Assistive Devices Enabling Students with Disabilities’ Learning
We have devices available to students with disabilities; we do have iPads. In addition, students with disabilities have real benefitted from those devises. For example, a student will really benefit from an iPad, because they do not need to carry many books around the campus (Member 1).
We cater for different disabilities and now we have someone who is using a Dragon. It is a computer that you just talk and it types, and the student will not have much of the spelling errors. The computer does the writing for the student (Member 10).
Why people see us as number one, it is because we have been so long in the business of assisting different disabilities. Something new that we have recently got, it is a new device called eye tracker. It is for students with physical and nervous disability, who cannot use their hands to type, who cannot handle a mouse. With this device, a student uses his eyes; a student can control the mouse with their eyes. We spent about sixty thousand on it. It is something new that other universities do not have (Member 4).
I have two impairment needs. The other impairment is scoliosis, which is the physical curvature of the spine. I am also partially deaf and because of this, the Disability Unit gave me a voice recorder to use in my lecturers. The thing was, I found it very useful because I did not have enough time to study and transcribe my lecture notes (Student 1).
Lecturers know how to make work accessible. Computers are taking away, helping deaf students a lot more, for example, computers are taking over someone’s head and helping him when writing notes. I think technology helps there (Student 3).
We are buying more adaptive devices for students with disabilities through the University fund. I am waiting for that student who says there is no fund, to tell us exactly what does he needs that he cannot get. Recently, eight got brand new laptops, some got hearing aids. We are even extending the support to a human resource, I mean an assistant who is paid from Disability Fund. DSA is more than good enough for students (Member 4).
There was a time that they said we should list the assistive devices that we want, and hey, I listed, after sometime they said they did not have enough for those assistive devices. Many students had asked for assistive devices but the requests were cancelled. I think maybe funding is not enough to cater for everybody with disabilities. I really need resources and assistive devices. Like I need a Braille machine. I will be able to prepare teaching aids (Student 4).
The funding covers assistive devices, yes, but assistive devices are very expensive. Like when someone needs a scientific calculator, the Braille one is R4 000-00. Braille machine its R4 000-00. There was a time, I did not have a laptop, I went to the Disability Unit and they told me to go to the Financial Aid office, I went there but I did not get assistance (Student 2).
To some students I have loaned iPads because they need them. We have again have the Kindle, it is a simple device, it is almost like an iPad, a small iPad and it is handy for books (Member, 5).
They helped me by giving me a Kindle, which allows me to download books and then I do not have to carry heavy books around (Student 1).
The computers we use have screen readers. They have JAWS, but it cannot read signs, Mathematical signs and graphs. JAWS does not read pictures. And Maths also, there are signs JAWS cannot read. Sometimes they teach in PowerPoint but in my case, JAWS cannot read PowerPoint (Student 6).
As I said, learning is not accessible sometimes because they are sending notes on PowerPoint, JAWS does not read PowerPoint, and you miss those notes. In addition, this SAKAI thing, my computer does not read all things that are there, so you have to ask every time, what is happening here. It is good that we are learning through the computers but to us with visual problems, it is not so accessible (Student 6).
5. Findings and Discussion
5.1. The Institution Making Decisions on What AT and Assistive Devices Should Be Provided
5.2. AT and Assistive Devices Not Enabling All Students’ Learning
6. Other issues of Relevance from Literature about the Provision of AT and Assistive Devices
7. Intervention through Universal Design
Possibility for Learning in Using UDL
8. Conclusions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
- United Nations. The Universal Declaration of Human Rights; United Nations: Paris, France, 1948. [Google Scholar]
- United Nations. The Convention on the Rights of Persons with Disabilities; United Nations: Paris, France, 2006. [Google Scholar]
- McNicholl, A.; Casey, H.; Desmond, D.; Gallagher, P. The impact of assistive technology use for students with disabilities in higher education: A systematic review. Disabil. Rehabil. Assist. Technol. 2019, 1–14. [Google Scholar] [CrossRef]
- Mji, G.; MacLachlan, M.; Melling-Williams, N.; Gcaza, S. Realising the rights of disabled people in Africa: An introduction to the special issue. Int. J. Disabil. Rehabil. 2009, 31, 1–6. [Google Scholar] [CrossRef]
- Tony, M.P. The Effectiveness of Assistive Technology to Support Children with Specific Learning Disabilities: Teacher Perspectives. Master’s Thesis, Jonkoping University, Jönköping, Sweden, 2019. [Google Scholar]
- Lyner-Cleophas, M. Assistive Technology enables Inclusion in Higher Education: The Role of Higher and Further Education Disability Services Association. Afr. J. Disabil. 2019, 8, a558. [Google Scholar] [CrossRef] [Green Version]
- Alnahdi, G. Assistive Technology in Special Education and the Universal Design for Learning. Turk. Online J. Educ. Technol.-TOJET 2014, 13, 18–23. [Google Scholar]
- Fotim Project Report. Disability in Higher Education. In Green Paper: Foundation of Tertiary Institutions of the Northern Metropolis; Ford Foundation: Johannesburg, South Africa, 2011. [Google Scholar]
- A Brief Guide to the Disabled Students Allowance (DSA) (2020/21). Available online: https://www.soas.ac.uk/disability/file148349.pdf (accessed on 12 November 2020).
- Draffan, E.A.; Evans, D.G. Use of Assistive Technology by Students with Dyslexia in Post-Secondary Education. Disabil. Rehabil. Assist. Technol. 2007, 2, 105–116. [Google Scholar] [CrossRef] [Green Version]
- Chataika, T. Inclusion of Disabled Students in Higher Education in Zimbabwe: From idealism to Reality: A Social Ecosystem Perspective. Ph.D. Thesis, The School of Education: University of Sheffield, Sheffield, UK, 2007. Unpublished. [Google Scholar]
- Mdepa, W.; Tshiwula, L. Student diversity in South African higher education. Widening Particip. Lifelong Learn. 2012, 13, 19–33. [Google Scholar] [CrossRef]
- Ndlovu, S. Obstacles and Opportunities in Graduating into Professions: The case of a University in South Africa. Doctoral Thesis, University of the Witwatersrand, Johannesburg, South Africa, 2017. Unpublished. [Google Scholar]
- National Student Financial Aid Scheme. Guidelines for Students with Disabilities for the Department of Higher Education and Training Bursary Programme; NSFAS: Cape Town, South Africa, 2013.
- Matter, R.; Harniss, M.; Oderud, T.; Borg, J.; Eide, A.H. Assistive Technology in Resource-Limited Environments: A Scoping Review. Disabil. Rehabil. Assist. Technol. 2017, 12, 105–114. [Google Scholar] [CrossRef]
- Kisanga, S.E.; Kisanga, D.H. The role of assistive technology devices in fostering the participation and learning of students with visual impairment in higher education institutions in Tanzania. Disabil Rehabil Assist Technol. 2020. [Google Scholar] [CrossRef] [PubMed]
- Crous, S.F. The Academic Support Needs of Students with Impairments at Three Higher Education Institutions. S. Afr. J. High. Educ. 2004, 18, 228–251. [Google Scholar] [CrossRef]
- Sukhraj-Ely, P. Inclusive Education, Policy, and Practice: Investigating the Educational Rights and Needs of Learners and Students with Impairments in South Africa. Ph.D. Thesis, University of KwaZulu-Natal, Durban, South Africa, 2008. [Google Scholar]
- Kajee, L. Disability, social inclusion and technological positioning in a South African higher education institution: Carmen’s story. Lang. Learn. J. 2010, 38, 379–392. [Google Scholar] [CrossRef]
- Mutanga, O. Students with disabilities’ experience in South African Education: A synthesis of literature. S. Afr. J. High. Educ. 2017, 31, 135–155. [Google Scholar] [CrossRef] [Green Version]
- Carrim, N. Inclusion/Exclusion in South African Education. Learning about inclusion and exclusion in education: Policy and implementation in India and South Africa; Discussion Paper, No 2, Institute of Development Studies, University of of Sussex: Falmer, UK, 2002. [Google Scholar]
- Republic of South Africa. Constitution of South Africa. 1996. Available online: http://www.info.gov.za/documents.constitution/1996 (accessed on 17 June 2020).
- Republic of South Africa. Employment Equity Act; No 55. Government Gazette, No 19370; Government Printers: Pretoria, South Africa, 1998.
- Republic of South Africa. Promotion and Prevention of Unfair Discrimination Act, No 4 of 2000. 2000. Available online: http://www.polity.org.za/govdocs/legislation (accessed on 17 May 2020).
- Department of Education. Education White Paper 6: Special Needs Education: Building an Inclusive Education and Training System; Department of Education: Pretoria, South Africa, 2001.
- Department of Education. Education White 3: The Transformation of the Higher Education System; Government Press: Pretoria, South Africa, 1997.
- Carrim, N.; Wangenge-Ouma, G. Higher Education in South Africa: A Report of Higher Education of South Africa; British Council of South Africa: Randburg, South Africa, 2012. [Google Scholar]
- Howell, C. Disabled Students and Higher Education in South Africa. In Disability and Social Change: A South African Agenda; Watermeyer, B., Swartz, L., Lorenzo, T., Schneider, M., Priestley, M., Eds.; HSRC: Cape Town, South Africa, 2006; pp. 164–178. [Google Scholar]
- Essop, A. Size and Shape of the Higher Education System 2005–2017; Ali Mazrui Centre for Higher Education Studies. p. 202, Unpublished Paper. Available online: https://www.uj.ac.za/faculties/facultyofeducation/ali-mazrui-centre/Documents/AMHE-Size%20and%20Shape%20of%20the%20HE%20System%202005-2017.pdf (accessed on 17 September 2020).
- Engelbrecht, L.; De Beer, J.J. Access constraints experienced by physically disabled students at a South African higher education institution. Afr. Educ. Rev. 2014, 11, 544–562. [Google Scholar] [CrossRef] [Green Version]
- Ohajunwa, C.; Mckenzie, J.; Hardy, A.; Lorenzo, T. Inclusion of disability issues in teaching and research in higher education. Perspect. Educ. 2014, 32, 104–117. [Google Scholar]
- Bell, D.; Carl, A.; Swart, E. Students with hearing impairment at a South African university: Self-identity and disclosure. Afr. J. Disabil. 2016, 5, 229. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Howell, C.; Lazarus, S. Access and participation for students with disabilities in South African higher education: Challenging accepted truths and recognising new possibilities. Persp Educ. 2003, 21, 59–74. [Google Scholar]
- Duplaga, M. Digital divide among people with disabilities: Analysis of data from a nationwide study for determinants of Internet use and activities performed online. PLoS ONE 2017, 12, e0179825. [Google Scholar] [CrossRef] [Green Version]
- Chiwandire, D.; Vincent, L. Funding and inclusion in higher education institutions for students with disabilities. Afr. J. Disabil. 2019, 8, a336. [Google Scholar] [CrossRef]
- Brookfield, S.D. The Power of Critical Theory: Liberating Adult Learning and Teaching; Jossey-Bass: San Francisco, CA, USA, 2005. [Google Scholar]
- Meekosha, H.; Shuttleworth, R. What’s so critical about Critical Disability Studies? Aust. J. Hum. Rights 2009, 15, 47–76. [Google Scholar] [CrossRef]
- Sherry, M. Disability and Diversity: A Sociological Perspective; Nova Science Publishers: New York, NY, USA, 2009. [Google Scholar]
- Devlin, R.; Pothier, D. Critical Disability Theory: Essays in Philosophy, Politics and Law; UBC Press: Vancouver, BC, Canada, 2006. [Google Scholar]
- Goodley, D. Disability Studies: An Interdisciplinary Introduction; SAGE Publication Ltd.: London, UK, 2011. [Google Scholar]
- Vehmas, S.; Watson, N. Moral Wrongs, Disadvantages and Disability: A Critique of Critical Disability Studies. Disabil. Soc. 2014, 29, 638–650. [Google Scholar] [CrossRef] [Green Version]
- Mertens, D.M. Mixed Methods and the Politics of Human Research: The Transformative Emancipatory Perspective. In Handbook for Mixed Methods in Social and Behavioural Research; Tashakkori, A., Teddlie, C., Eds.; Sage: Thousands Oaks, CA, USA, 2003; pp. 135–164. [Google Scholar]
- Mertens, D.M.; Sullivan, M.; Stace, H. Disability Communities: Transformative Research for Social Change. In The Landscape of Qualitative Research; Denzin, N.K., Lincoln, Y.S., Eds.; SAGE: London, UK, 2013; pp. 475–505. [Google Scholar]
- Meekosha, H. Decolonising disability: Thinking and acting globally. Disabil. Soc. 2011, 26, 667–682. [Google Scholar] [CrossRef]
- Grech, S. Decolonising Eurocentric Disability Studies: Why Colonialism Matters in Disability and Global South Debate. Soc. Identities 2015, 21, 6–12. [Google Scholar] [CrossRef]
- Goodley, D. Dis/entangling Critical Disability Studies. Disabil. Soc. 2013, 28, 631–644. [Google Scholar] [CrossRef]
- Crenshaw, K. Demarginalising the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination, Feminist Theory and Antiracist Politics; Legal Forum; University of Chicago: Chicago, IL, USA, 1989. [Google Scholar]
- Mertens, D.M. Transformative Research and Evaluation; The Guilford Press: London, UK, 2009. [Google Scholar]
- Mutanga, O.; Walker, M. Exploration of the academic lives of students with disabilities at South African universities: Lecturers’ perspectives. Afr. J. Disabil. 2017, 6, 1–9. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- De Vaus, D.A. Surveys in Social Research; Unwin Ltd.: London, UK, 1986. [Google Scholar]
- Kendal, L. Higher education and disability: Exploring student experiences. Cogent Educ. 2016, 3, 1–12. [Google Scholar] [CrossRef]
- Zaussinger, S.; Terzieva, B. Fear of Stigmatisation among Students with Disabilities in Austria. Soc. Incl. 2018, 6, 182–193. [Google Scholar] [CrossRef]
- Eccles, S.; Hutching, M.; Hunt, C.; Heaslip, V. Risk and stigma: Students’ perceptions and disclosure of ‘disability’ in higher education. Widening Particip. Lifelong Learn. 2018, 20, 2–19. [Google Scholar] [CrossRef]
- Matshedisho, K.J. Access to Higher Education for Disabled Students in South Africa: A Contradictory Conjuncture of Benevolence, Rights and the Social Model of Disability. Disabil. Soc. 2007, 22, 685–699. [Google Scholar] [CrossRef]
- Sandelowski, M. Using qualitative methods in intervention studies. Res. Nurs. Health 1996, 19, 359–364. [Google Scholar] [CrossRef]
- Patton, M.Q. Qualitative Evaluation and Research Methods, 2nd ed.; Sage: Newbury Park, CA, USA, 1990. [Google Scholar]
- Disability Rights Unit (DRU). Available online: https://www.wits.ac.za/disability-rights-unit/documents-and-policies/ (accessed on 28 August 2020).
- Haralambos, M.; Holborn, M. Sociology: Themes and Perspectives; Collins Education: London, UK, 1991. [Google Scholar]
- Rusznyak, L. Knowledge Selection in Initial Teacher Education Programmes and its Implication for Curricular Coherence. J. Educ. 2015, 60, 7–29. [Google Scholar]
- Breakwell, G.; Hammond, S.; Fife-Shaw, C. Research Methods in Psychology; Sage Publication: Thousand Oaks, CA, USA; London, UK, 1995. [Google Scholar]
- Majoko, T. Participation in higher education: Voices of students with disabilities. Cogent Educ. 2018, 5, 1542761. [Google Scholar] [CrossRef]
- Titchkosky, T. Disability, Self and Society; University of Toronto Press: Toronto, ON, Canada, 2003. [Google Scholar]
- Hosking, D.L. Critical Disability Theory. Disabil. Stud. 2008, 2, 7. [Google Scholar]
- Bigby, C.; Whiteside, M.; Douglas, J. Providing support for decision making to adults with intellectual disability: Perspectives of family members and workers in disability support services. J. Intellect. Dev. Disabil. 2019, 44, 396–409. [Google Scholar] [CrossRef]
- Hehir, T. Eliminating Ableism in Education. Harv. Educ. Rev. 2002, 72, 1–33. [Google Scholar] [CrossRef] [Green Version]
- Walton, A.; Llyod, G. An analysis of metaphors used for inclusive education in South Africa. Acta Acad. 2011, 43, 1–31. [Google Scholar]
- Retief, M.; Letšosa, R. Models of disability: A brief overview. HTS Teol. Stud. Theol. Stud. 2018, 74. [Google Scholar] [CrossRef] [Green Version]
- Artiles, A.J. Untangling the Racialization of Disabilities: An Intersectionality Critique Across Disability Models. Du Bois Rev. 2013, 10, 329–347. [Google Scholar] [CrossRef]
- Picard, D. Teaching Students with Disabilities. 2015. Available online: https://cft.vanderbilt.edu/guides-sub-pages/disabilities/ (accessed on 29 September 2020).
- Mosia, P.A.; Phasha, N. Access to curriculum for students with disabilities at higher education institutions. How does the National University of Lesotho Fare? Afr. J. Disab. 2017, 6, a257. [Google Scholar] [CrossRef] [PubMed]
- Lyner-Cleophas, M.M. Staff and Disabled Students’ Experiences of Disability Support, Inclusion and Exclusion at Stellenbosch University. Ph.D. Thesis, University of Stellenbosch, Cape Town, South Africa, 2016. Unpublished. [Google Scholar]
- World Health Organization. International Classification of Functioning. Disability and Health (ICF); World Health Organization: Geneva, Switzerland, 2001. [Google Scholar]
- World Health Organization. International Classification of Impairments, Disabilities and Handicaps (ICIDH); World Health Organization: Geneva, Switzerland, 1980. [Google Scholar]
- Ndlovu-Gatsheni, S. Introduction: The Coloniality of Knowledge. In Decolonising the University Knowledge Systems and Disciplines in Africa; Ndlovu-Gatsheni, S., Siphamandla, Z., Eds.; Carolina Academic Press: Durham, NC, USA, 2016. [Google Scholar]
- Dastile, P.N.; Ndlovu-Gatsheni, S.J. Power, Knowledge and Being: Decolonial Combative Discourse as a Survival Kit for Pan Africanists in the 21st Century. Alternation 2013, 20, 105–134. [Google Scholar]
- Centre for Universal Design. The Principles of Universal Design (Version, 2.0); North Carolina University: Raleigh, NC, USA, 1997. [Google Scholar]
- CAST. About Universal Design for Learning. 2011. Available online: https://www.cast.org/impact/universal-design-for-learning-udl (accessed on 28 October 2020).
- Rose, D.H.; Meyer, A. Universal Design for Learning. J. Spec. Educ. Technol. 2000, 15, 1–12. [Google Scholar] [CrossRef]
- Eagleton, M. Universal Design for Learning; Research Starters; EBSCO Publishing Inc.: Ipswich, MA, USA, 2008. [Google Scholar]
- Song, Y. ‘To what extent is Universal Design for Learning “Universal”? A case study in township special needs schools in South Africa’. Disabil. Glob. South 2017, 3, 910–929. [Google Scholar]
- Dalton, E.M.; Lyner-Cleophas, M.; Ferguson, B.T.; McKenzie, J. Inclusion, universal design and universal design for learning in higher education: South Africa and the United States. Afr. J. Disabil. 2019, 8, 1–7. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Castro-Gomez, S. The Social Sciences, Epistemic Violence, and the Problems of the ‘Invention of the other’. Nepantla Views South 2002, 3, 269–285. [Google Scholar]
Characteristics | Number | |
---|---|---|
Sex | Male | 3 |
Female | 3 | |
Race | Black | 4 |
White | 2 | |
Age | 21–25 | 2 |
26–30 | 3 | |
31–40 | 1 | |
41 and above | 0 | |
Schooling Background | Special Education 3 Mainstream 3 | |
Characteristics | Number | |
Sex | Male | 5 |
Female | 5 | |
Race | Black | 6 |
White | 4 | |
Position in the Disability Unit | Head of Unit | 1 |
Adaptive technician | 1 | |
Administrators | 6 | |
Sign language Interpreter | 1 | |
Learning disability coordinator | 1 | |
Work Experience | 0–5 years | 3 |
6–10 years | 3 | |
11–20 years | 3 | |
21–30 years | 1 |
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. |
© 2021 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
Share and Cite
Ndlovu, S. Provision of Assistive Technology for Students with Disabilities in South African Higher Education. Int. J. Environ. Res. Public Health 2021, 18, 3892. https://doi.org/10.3390/ijerph18083892
Ndlovu S. Provision of Assistive Technology for Students with Disabilities in South African Higher Education. International Journal of Environmental Research and Public Health. 2021; 18(8):3892. https://doi.org/10.3390/ijerph18083892
Chicago/Turabian StyleNdlovu, Sibonokuhle. 2021. "Provision of Assistive Technology for Students with Disabilities in South African Higher Education" International Journal of Environmental Research and Public Health 18, no. 8: 3892. https://doi.org/10.3390/ijerph18083892