The promise of equal education not kept : specific learning disabilities – the invisible disability

dc.contributor.authorGow, Melanie A.en_ZA
dc.contributor.authorMostert, Yvonneen_ZA
dc.contributor.authorDreyer, Lorna M.en_ZA
dc.date.accessioned2020-08-31T09:37:15Z
dc.date.available2020-08-31T09:37:15Z
dc.date.issued2020-02-26
dc.descriptionCITATION: Gow, M. A., Mostert, Y. & Dreyer, L. 2020. The promise of equal education not kept : specific learning disabilities – the invisible disability. African Journal of Disability, 9:a647, doi:10.4102/ajod.v9i0.647.
dc.descriptionThe original publication is available at https://ajod.org
dc.description.abstractBackground: This research is part of a larger project on the exploration of inequalities in South African higher education. This current study focussed on the implementation of policies to eradicate inequalities in an inclusive education system. Objectives: This article aimed to establish the implementation of policy by researching the lived experiences of students with specific learning disabilities (SLDs) studying in the university. Method: A qualitative, systematic review was employed as the research methodology. Original peer-reviewed qualitative studies published between 1994 and 2017 were systematically reviewed. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was used to ensure rigorous reviews. The Critical Appraisal Skills Programme (CASP) was used to guide the process of critical appraisal of the selected articles which resulted in a total of 10 articles being selected for reviewing. The target population of this research comprised undergraduate students diagnosed with SLD. Semi-structured interviews were the main data collection tools used in the studies that were reviewed. Data from the selected articles were extracted and synthesised. Results: The dominant themes that emerged from the review were: (1) fear of stigmatisation; (2) gaps in policy implementation; (3) experiences vary across departments; and (4) self-determination and family support as success factors. Conclusion: An important aspect in the transformation of higher education institution is to ensure the closing of the disjuncture between policy and implementation in support of students with SLD.en_ZA
dc.description.urihttps://ajod.org/index.php/ajod/article/view/647
dc.description.versionPublisher's version
dc.format.extent10 pages
dc.identifier.citationGow, M. A., Mostert, Y. & Dreyer, L. 2020. The promise of equal education not kept : specific learning disabilities – the invisible disability. African Journal of Disability, 9:a647, doi:10.4102/ajod.v9i0.647.
dc.identifier.issn2226-7220 (online)
dc.identifier.issn2223-9170 (print)
dc.identifier.otherdoi:10.4102/ajod.v9i0.647
dc.identifier.urihttp://hdl.handle.net/10019.1/108768
dc.language.isoen_ZAen_ZA
dc.publisherAOSIS
dc.rights.holderAuthors retain copyright
dc.subjectEducation, Higher -- South Africaen_ZA
dc.subjectEducation, Higher -- Social aspects -- South Africaen_ZA
dc.subjectLearning disabilitiesen_ZA
dc.subjectEducational equalization -- South Africaen_ZA
dc.titleThe promise of equal education not kept : specific learning disabilities – the invisible disabilityen_ZA
dc.typeArticleen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
gow_promise_2020.pdf
Size:
609.88 KB
Format:
Adobe Portable Document Format
Description:
Download article
License bundle
Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description: