The DOI matches its Crossref record; 36 of the 36 references it cites were found in a registry or an index.
Access constraints experienced by physically disabled students at a South African higher education institution
Open accessAbstract
Current developments in government law and policies have created the hope that people living with a disability will enjoy the same rights and privileges as the non-disabled. Unfortunately, only 2.8% of disabled persons have access to higher education. The aim of this study was to determine if a group of students, living with a physical disability, experienced constraints with regard to access to a South African higher education institution. This study, following a two-phase sequential mixed method approach, consisted of a questionnaire survey, a focus group discussion, and individual interviews. It was found that students living with a physical disability experienced constraints relating to the accessibility of the relevant higher education institution. Since access constraints affect the lives of students living with a disability, it is necessary to provide guidelines to universities on how to address these challenges.
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“Among others, are the inaccessible infrastructure [ 30 ], barriers of high entry-level requirements into specific professional programmes [ 13 ], exclusive classroom teaching practices [ 31 , 32 ], an unwillingness among academic staff to include these students [ 33 ], and a lack of relevant and adequate AT and assistive devices, resulting in a digital divide [ 34 ].”
From Provision of Assistive Technology for Students with Disabilities in South African Higher Education (2021) · cites this paper as [30]
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Cited by
Students with disabilities’ experience in South African higher education – a synthesis of literature
Mutanga, O. (2017) · South African Journal of Higher Education · doi:10.20853/31-1-1596 · Cited by 86
Provision of Assistive Technology for Students with Disabilities in South African Higher Education
Ndlovu, S. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph18083892 · Cited by 52
“Among others, are the inaccessible infrastructure [30], barriers of high entry-level requirements into specific professional programmes [13], exclusive classroom teaching practices [31,32], an unwillingness among academic staff to include these students [33], and a lack of relevant and adequate AT and assistive device…”
BackgroundMutanga, O., & Walker, M. (2017) · African Journal of Disability · doi:10.4102/ajod.v6i0.316 · Cited by 45
Metadata
- Authors
- Engelbrecht, L., & de Beer, J. J.
- Affiliations
- University of South Africa (ZA)
- ORCID
- Engelbrecht, L.
- Venue
- Africa Education Review
- Publisher
- Informa UK Limited
- Published
- 2014-08-15
- Volume
- 11
- Issue
- 4
- Pages
- 544-562
- ISSN
- 1753-5921 (ISSN-L)
- 1814-6627
- OpenAlex
- W1986774337
- Cited by
- 44
- References
- 36
- Citations by year
- 2025: 2 · 2024: 3 · 2023: 1 · 2022: 1 · 2021: 4 · 2020: 25 · 2019: 3 · 2018: 2 · 2017: 2 · 2015: 1
- FWCI
- 2.79
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Locations
- Africa Education Review (publishedVersion)
- UpSpace Institutional Repository (University of Pretoria) (submittedVersion)
- Topics
- Social Sciences › Education › Disability Education and Employment
- Social Sciences › Sociology and Political Science › Disability Rights and Representation
- Social Sciences › Education › Inclusion and Disability in Education and Sport
- Keywords
- physical disability, students with disabilities, higher education access, accessibility, access restrictions, disability rights, South Africa
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