Specific learning disabilities: Challenges for meaningful access and participation at higher education institutions
Date
2021-08
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Natal
Abstract
The worldview on the rights of people with disabilities have changed in pursuit of social justice, resulting in an international increase of students with disabilities enrolling at Higher Education Institutions (HEI). This compound the need to meet the challenge to transform and attain the SDG’s and EFA as global imperatives. This research focussed on the experiences of students with Specific Learning Disabilities (SLD) at a South African university. Findings suggest that although HEI have policies that promote inclusive education, many students with SLD still experience exclusion. It is concluded that authentic inclusion requires acknowledgement of the complex inter-relationship between teaching and learning.
Description
CITATION: Dreyer, L. M. 2021. Specific learning disabilities: Challenges for meaningful access and participation at higher education institutions. Journal of Education 2021(85):18 pages. doi.10.17159/2520-9868/i85a04
The original publication is available at: ukzn.ac.za
The original publication is available at: ukzn.ac.za
Keywords
Learning disabilities -- South Africa, Education, Higher -- South Africa, Students with disabilities -- South Africa, Inclusive education -- South Africa, Educational change -- South Africa, Social cultural theory
Citation
Dreyer, L. M. 2021. Specific learning disabilities: Challenges for meaningful access and participation at higher education institutions. Journal of Education 2021(85):18 pages. doi.10.17159/2520-9868/i85a04