Access with success: a case of students with learning disabilities at a technical and vocational education and training college.

Abstract

The Technical and Vocational Education and Training (TVET) sector in South Africa has been acknowledged for its capabilities necessary for skills development. However, its role in transferring these abilities to students with learning disabilities (SWLD) in an inclusive environment has not yet been made explicit. Nevertheless, the proven increase in the numbers of SWLD in TVET colleges leaves questions about issues of success after access has been granted to SWLD. Therefore, the objective of this study was to explore how SWLD access education and succeed at TVET colleges in South Africa. The study was theoretically located within the assets-based approach. It intended to establish the available assets that were utilised or underutilised by the college in addressing concerns of access and success of students with learning disabilities at a TVET college. It further utilised qualitative research methods. An interpretivist paradigm was used to understand how access with success of students with learning disabilities (SWLD) at a TVET college is perceived, understood and experienced by SWLD, hereafter). The researcher worked with six participants: three SWLD, and three TVET staff members (a head of department, an inclusive support coordinator, and a lecturer). Considering the fact that the study had only mentioned the word “students” in its topic, staff members were purposively targeted under the assumption that they interact daily with issues of SWLD to ensure smooth access and success. Data was generated through semi-structured interviews and focus-group discussions. Thematic content analysis was used to identify and record themes and subthemes within the data. The results suggested that while SWLD have learned to mobilise their internal capacities or assets, as well as other assets in and around the college, to independently achieve access with success, various impediments exist such as underutilised assets, untapped student potential, and the lack of availability of an internal inclusion policy document. The study revealed that these are unmapped assets which could address threats that were identified by

participants while navigating the current situation regarding access with success at the TVET college. The study identified lecturers as assets, community involvement and coordinated efforts as important potential ways of enhancing opportunities to expand access with success at a TVET college. The need for the proper implementation of inclusive education was pointed out by the SWLD. This need emerged from the discovery that most SWLD are taught in a different setting, and have limited opportunities to enrol in their desired field of study. Furthermore, a need for economic independence was further identified, as SWLD have the same aspirations and career dreams as all other students. Lastly, the intrinsic motivation of SWLD was observed to be a key factor in their success at TVET college, as it enabled them to develop the necessary survival skills to make a successful transition to higher education. The study recommends that the TVET college provide lecturers with special pedagogical training to develop their skills and confidence in relation to teaching SWLD; that it foster more awareness within the college to minimise discriminatory attitudes; that it learns to map and mobilise assets in and around the college to address existing gaps in the education of SWLD, while waiting for external support; that it fast-paces the finalisation of the internal inclusion policy draft; and that it consider employing people with disabilities in order to develop a better understanding and implementation of inclusion.