WSU SOCIAL WORKER SHEDS LIGHT ON THE REALITIES OF STUDENTS LIVING WITH DISABILITIES IN HIGHER EDUCATION

Despite the presence of progressive policies promoting inclusivity, many students with disabilities continue to face exclusion and marginalisation in academic environments, a study by a Walter Sisulu University Social Worker, Thabisa Nodayinge, has found.

“Inclusion should not be about charity, it is a human right,” Nodayinge told an audience during her presentation on the second day of the South African Humanities Deans Association (SAHUDA) Conference, hosted at WSU’s Zamukulungisa campus.

The concerning findings are contained in her compelling presentation titled “Experiences of Students with Disabilities Regarding Academic Inclusion in an Institution of Higher Learning in the Eastern Cape Province.”

In her research work, she was guided by the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) and the White Paper on Post-School Education and Training (2014).

“My research interrogated the gap between inclusive policies and their practical implementation in South African higher education because I realised that our policies are beautiful, but the implementation differs drastically,” she said.

Her study, framed within the Social Model of Disability, shifted the focus from individual impairment to the social and environmental barriers that restrict participation.

Through her work with students with disability, Nodayinge has witnessed how many continue to face exclusion and marginalisation despite the existence of strong policy frameworks.

“While speaking to some of the students, they said lecture halls are not built to accommodate wheelchair users, another shared that online learning offered flexibility and it helped them manage their time better,” Nodayinge noted.

She also emphasised the importance of recognising invisible disabilities, such as neurological conditions, chronic illnesses, and learning disorders like dyslexia, which often go unnoticed and unsupported.

Her findings categorised barriers into four dimensions: physical, institutional, social, and administrative. Students reported obstacles such as inaccessible infrastructure, inconsistent academic accommodations, delays in receiving assistive devices, and a shortage of trained support staff.

Administrative hurdles particularly with NSFAS disability funding were described as slow and frustrating.

“These barriers are both systemic and human. Resilience alone cannot replace institutional accountability,” she said.

To bridge the gap between policy and practice, Nodayinge proposed a range of transformative strategies. These include upgrading infrastructure with ramps and elevators, adopting universal design principles, and improving digital accessibility through Braille, audio, and large-print resources.

She also recommended ongoing staff training in inclusive pedagogy, regular disability-awareness programmes, and the establishment of peer mentoring networks to strengthen advocacy and belonging.

While acknowledging progress, Nodayinge observed that students with disabilities continue to face multidimensional exclusion not only academically, but also in sports and social participation.

“True inclusion demands that universities move beyond policy statements. It requires transformation in infrastructure, pedagogy, and campus culture,” said Nodayinge.

Concluding her presentation, Nodayinge called for standardised accommodations across faculties, enhanced student support services including transport and counselling and active monitoring of inclusion policies to ensure real change.

By Amahle Haseni