@article{discovery10078817,
            note = {This work is licensed under the Creative Commons Attribution License.
https://creativecommons.org/licenses/by/4.0/},
          volume = {6},
            year = {2017},
           title = {Exploration of the academic lives of students with disabilities at South African universities: Lecturers' perspectives},
         journal = {African Journal of Disability},
            issn = {2223-9170},
        keywords = {Students with disabilities; Lecturers; South Africa; Universities; Disability Units; Inclusion},
          author = {Mutanga, O and Walker, M},
             url = {https://doi.org/10.4102/ajod.v6i0.316},
        abstract = {Background: A decade has passed since South Africa signed and ratified the Convention on
the Rights of Persons with Disabilities, a human rights treaty that protects the rights and
dignity of people with disabilities. However, not much have changed for students with
disabilities.
Objectives: The aim of this study was to explore lecturers' experiences with, and perspectives
on, disability as well as with students with disabilities. It was hoped that this would contribute
to the ongoing policy debates about diversity, inclusion and support for students with
disabilities at universities.
Methods: In an effort to understand the lives of students with disabilities better, a study which
included students with disabilities, lecturers and disability supporting staff was conducted at
two South African universities - University of the Free State and University of Venda. The
paper takes a snapshot view of four lecturers and their perceptions of the lives of students with
disabilities at their respective universities.
Results and Conclusion: Although most disability literature report students with disabilities
blaming lecturers for their failure to advance their needs, this paper highlights that the
education system needs to be supportive to lecturers for the inclusive agenda to be realised.
An argument is made for a more comprehensive approach towards a national disability policy
in higher education involving many stakeholders. Without a broader understanding of
disability, it will be difficult to engage with the complex ways in which inequalities emerge
and are sustained.}
}