Experiences of pedagogical and institutional support of students with disabilities in laboratory related courses at Walter Sisulu University: a case of Butterworth Campus.

Abstract

Globally, the number of students with disabilities entering higher education institutions continue to be on the rise. In South Africa, during the apartheid government, access into the education system for students with disabilities was limited. Although the South African education system after-1994 has the power and potential to improve engagement of students with disabilities in higher education institutions, challenges remain. Mostly, the greatest barriers faced by students with disabilities within higher education institutions is pedagogical and physical access in laboratory-related courses is of concern. This study is underpinned by the Social Model of disability, as postulated by Hodkinson & Devarakonda, who defined disability as an action of a dynamic interaction between humans and their surroundings. The study focused on the pedagogical experiences of students with disabilities and the extent to which they received institutional support whilst attending laboratory-related courses at the Butterworth Campus of Walter Sisulu University. The study was located within an interpretive research paradigm and employed qualitative data production methods. Purposive sampling was undertaken and ten students with disabilities, who were registered for laboratory-based courses, and four laboratory technicians, who worked in the laboratory facilities at the Butterworth Campus, were selected. Data analysis was produced from in-depth interviews. Data from audio-taped interviews were transcribed verbatim before analysis. The findings of the study highlights that the university needs to be more supportive and accommodative in order to provide a diverse learning environment. It is envisaged that this study will inform the future architectural design of laboratories to accommodate students with disabilities so that they too may experience positive teaching and learning on the campus.