Restoring dignity for students with disabilities at South African universities
Restoring dignity for students with disabilities at South African universities
Author: Beauty Nonzwakazi Makiwane
ISSN: 3078-2821
Affiliations: Faculty of Management and Public Administration Sciences, Butterworth, Walter Sisulu University, Eastern Cape province, South Africa
Source: International Journal of African Reflections 2025, p. 60-77
https://doi.org/10.47348/IJAR/2025/a4
Abstract
Sections 3 and 10 of the Constitution of the Republic of South Africa Act 108 of 1996 state that one automatically has inherent dignity upon gaining South African citizenship. However, students with disabilities perceive that South African universities focus more on acknowledging and recognising dignity while struggling to promote respect for and the protection of individuals with a disability from the stages of studentship, all the way from application to graduation. These perceptions imply abuses against minors with disabilities that negatively affect their dignity. For this reason, the intention to promote respect for and the protection of students with disabilities at South African universities presents an interesting case that warrants examination. A qualitative research approach was preferred for this study in order to indicate those key areas where the dignity of particular individuals was jeopardised. Self-administered questionnaires were given to 15 focus groups of students with disabilities at Walter Sisulu University, who were selected through key informant sampling. This was followed by a semi-structured interview schedule to cover identified gaps in the Walter Sisulu University’s policies and practices. A survey research design was chosen to enable the observation of students with disabilities in their physical environments. Content analysis was used to analyse the collected data. The findings indicate that various interventions, such as disability-specific educational, training and development programmes, are essential to imparting significant knowledge and skills about matters of disability. Recommendations include fostering strong collaborations and partnerships with key stakeholders for meaningful engagement, establishing structures and platforms where students with disabilities participate proactively, and the introduction of prescribed quotas of students with disabilities by the Department of Higher Education and Training to reflect on what South African universities preach.