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).

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.