An investigation of the post-school educational experiences of black, poor students with disabilities in one Technical and Vocational Education and Training (TVET) College in KwaZulu-Natal (KZN).
Date
2023
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Section 29 of the Constitution of the Republic of South Africa (1996) emphasises that the state "must
make gradually available and accessible" the right to higher education by reasonable methods. Despite
wide pledges indicated in policies and legislation addressing the needs of formerly disadvantaged
students with disabilities, the literature from the field of social justice education reveals that many of
them continue to experience problems in higher education.
This study aimed to explore the post-school educational experiences of Black students with disabilities
from low socio-economic backgrounds at one Technical and Vocational Education and Training
(TVET) College in Northern KwaZulu-Natal (KZN). The study further aimed to investigate the factors
that facilitate or impede their participation and success, as well as how they navigate these factors.
A qualitative narrative approach was employed to explore seven students’ personal and college
experiences from diverse rural District Municipalities. In-depth, semi structured narrative interviews,
together with photo-voice, was used to generate data that explored their positioning. Three main themes
emerged from the analysis which revealed elements that either restrict or promote the experience of
access, participation, and success of students with disabilities. These are academic, sociocultural, and
access.
According to information obtained from the seven students, these three areas have a significant impact
on how the majority of the TVET College's students with disabilities perceive their educational
experience. A thorough investigation into the experiences of students with disabilities revealed that
factors such as their social position, class status, the college's infrastructure, peers and faculty support,
self-motivation, the college's proximity, the influence of their families or friends, the nature of the
curriculum, and the attitudes of peers or /and college staff toward their disabilities all played a role in
whether they had a positive or negative experience at TVET college.
The significant impact of these findings is that… Findings reveal that the college must implement
measures that facilitate [inclusive] experiences [for] students with disabilities. The findings also reveal
what helps them navigate these impeding factors is their self-motivation.
Description
Masters Degree. University of KwaZulu-Natal, Pietermaritzburg.