Abstract
This chapter focuses on the relational nature of disability especially with respect to experiences of disabled students with access to assistive technologies particularly within the context of the fourth IR. The chapter presents a background on various interpretations relating to disability and implications to identities within an academic context. The chapter also highlights the various experiences by students in diverse university spaces. Using informal interviews and observations, the chapter explores the nature of the identities of disability, how individuals negotiate the experiences in the diverse spaces of interaction with other beings or technology. Focus is also on relations created as disabled students interact with non-disabled students and lecturers in diverse situations. Conceptually, the chapter draws from the social model on disability in which disability is viewed as a socially constructed phenomenon. In addition, Foucauldian analysis of disability is used to explore notions of how disabled students experience power as thy deal with day to day academic obligations.
TopBackground
Whilst there has been a growth in the interest in relation to support given to students with disability across the globe with legislation being used to support the process, not enough effort has been made to systematically explore the experiences of students with disability from a day-to-day experiential point of view (Healey, Fuller, Bradley and Hal, 2006; Owens 2015 and Sarsak 2018). Healey et al. (2006) have further emphasised that capturing experiences of disabled students presents the advantage of understanding challenges encountered how they negotiate through the academic spaces. Chiwandire and Vincent (2017) have highlighted that in South Africa, with regards to access to education by students with disabilities during the pre- 1994 era, little attention was given to this group. This situation however changed with the post 1994 democratic government enactment of legislation such as Section 29 which has given legislative authority to addressing the position of disabled persons. In addition, efforts within the higher education context in South African institutions have had success in enhancing students’ access and success across the higher education institutions.
Key Terms in this Chapter
Access: This is used to define inclusivity at various levels that include the technological, physical, social, and intellectual levels.
Integrative Approach to Learning: This involves a commonly used approach where disabled and non-disabled students are taught in a combined manner.
Academic Spaces: These are platforms and spaces within universities where students, lectures and other actors interact to peruse their academic business.
Disability: This is loosely used to point to a state of infirmity to the effect that all persons one way or the other have some form of disability despite denials.
Historically Disadvantaged Universities: These are universities commonly found in former homeland with most being located in rural settings.
Inclusivity: This involves embracing the understanding and needs of students with disability.