Title: The challenges experienced by Students with Physical Disability (SWPD’s) at the

University of Limpopo (Turfloop Campus).

Mpho Rosa Maotoana

Mini - dissertation submitted in fulfillment for requirements of the degree of

Master of Arts in Clinical Psychology

In

The Faculty of Humanities

In

The School of Social Sciences

(Department of Psychology)

at the

University of Limpopo (Turfloop campus)

Supervisor: Prof K. Nel

 Acknowledgments

I would like to express my sincere and gratitude acknowledgements to my supervisor, my

family, my friends and all those who have supported me during my studies.
 Abstract

The research is a qualitative investigation into the challenges experienced by Students

with Physical Disabilities (SWPD’s) at the University of Limpopo (Turfloop
Campus). The study uses Thematic Content Analysis as both a framework and a mode
of data analysis in the study. Interviews using a semi-structured questionnaire were
used to investigate the phenomena. Themes found in the data of the present study
indicated that disabled students generally find that there is inadequate physical
infrastructure which compromises their physical access within the institution. The
participants also had to deal with discrimination from peers and staff. Furthermore,
participants reported that being provided with proper amenities such as laptops and
wheelchairs would help them find the environment less challenging. Educating able-
bodied staff and students was also seen as necessary in order to combat
discrimination. The poor infrastructure at the university provides many challenges and
barriers to the disabled being able to move freely which, at times, leads them to
staying in their rooms thus increasing their isolation.
Table of contents Page numbers

Chapter 1:Introduction 1
1.1 Research Problem 1
1.2 Motivation of the study 2
1.3.1 Study aim 2
1.3.2 Study objectives 2
1.4 Definition of key terms 3
1.5 Summary 3
Chapter 2: Literature review 4
2.1 Introduction 4
2.2 Demographics pertaining to physical disability 6
2.3 Surveys on disability in South Africa 7
2.4 South African government legislation pertaining to disability 8
2.5 Disability prevalence in South Africa National Level 10
2.5.1 Prevalence by population group in South Africa 10
2.5.2 Prevalence of disability by gender and province in South Africa 11
2.5.3 Prevalence of disability by age in South Africa 12
2.5.4 Prevalence of disability linked to educational levels in South Africa 12
2.5.5 Major disability types in South Africa 13
2.5.6 Disability percentage per South African population Group 14
2.6 Institutional attitudes towards students with disabilities (SWD’s) 14
2.7 Peer attitudes towards student with disabilities (SWD’s) 15
2.8 Physical barriers for students with disabilities (SWPD’s) on tertiary education 15
campuses
2.9 Student services for students with physical disabilities (SWPD’s) 16
2.10 International research on student with disabilities (SWPD’s) 17
2.11 Disability, stigma, gender and minority status of Students with Disability 18
(SWD’s)
2.12 The cycle of disability, poverty and isolation amongst young people 19
2.13 Education pertaining to People with Disabilities (PWD’s) 20
2.14 People with Disabilities (PWD’s) in Africa 22
2.15 People with Disabilities (PWD’s) in South Africa 23
2.16 Summary 25
 Chapter 3: Theoretical framework of the study 26
3.1 Introduction 26
3.2 Thematic Content Analysis as a framework for the present study 26
3.3 Summary 28
Chapter 4: Research methodology 29
4.1 Introduction 29
4.2 Research design 29
4.3 Research questions 30
4.4 Sampling method 30
4.5 Sampling procedure 31
4.5.1 Inclusions criteria 31
4.5.2 Exclusion criteria 31
4.6 Data collection 31
4.7 Data analysis 33
4.8 Reliability, validity and bias 35
4.9 Bias 36
4.10 Ethical considerations 36
4.11 Significance of the proposed research 37
4.12 Summary 38
Chapter 5: Analysis of data and discussion of results 39
5.1 Introduction 39
5.2 Presentation of research findings 39
5.2.1 Demographic information 40
5.2.2 Presentation of themes arising out of the data 40
5.2.2.3 Tabular format of emerging themes 46
5.3 Research conclusions 47
Chapter 6: Methodological strengths, limitations and recommendations 49
arising out of the research

6.1 Introduction 49
6.2 Methodological strengths 49
6.3 Methodological limitations 49
6.4 Recommendations arising out of the research process 49
References
Appendix A: Types of physical disability adapted from Seirlis and Bergmann
(2007).
Appendix B: Statistics for 2012 for disabled students registered at the
university of Limpopo (Turfloop campus)
Appendix C:Semi-structured interview guide
Appendix D: Informed consent form
Appendix E: Transcript of interviews
List of tables

Table 1: Percentage of different population groups in South Africa

Table 2: Number of disabled people by gender and province

Table 3: Number of people with disabilities by gender and group

Table 4: Percentage of people with disabilities in each educational level in South Africa

Table 5: Major disability types in South Africa (percentage of South African Population)

Table 6: Percentage of disabled persons affected by specific disabilities by population group

Table7: Demographic information of students with physical disability participating in the

study

Table 8: Emerging themes

 CHAPTER 1: INTRODUCTION

1. Introduction

The research is about the challenges experienced by Students with Physical Disability (SWPD’s)
at the University of Limpopo (Turfloop Campus). The researcher focused particularly on those
students with physical disability to find the experiences which they have encountered and how
that affected their academic performance, social and other aspect of their lives as well. There is
no study conducted in this university previously pertaining physically challenged students and
their experiences, the researcher therefore found it significant in order to determine the role of
the university in helping physically challenged students have equal access to academic resources.

1.1 The research problem

Lack of appropriate and adequate provision for leaners with disabilities at schools in South
Africa profoundly affects access to higher education for people with disabilities. Students with
disabilities are often discriminated against in their personal and social lives which are mirrored in
their academic involvements. Many students with physical disabilities experience frustration
with their post-secondary experiences stemming from negative attitudes from others, physical
barriers on campus, a lack of appropriate services and programmes and funding to improve those
services and programmes. Students who are physically challenged (mobility disabilities), have
hearing or visual disabilities and non-visible disabilities such as learning problems and/or
psychiatric disabilities because attitudes from non-disabled individuals usually reflect prejudiced
opinions about what a person with a disability can and cannot do. Students without disabilities
are also prone to making negative stereotypical judgments pertaining to a disabled student’s
academic ability (Healey, Pretorius & Bell, 2011). Government policy in South Africa reflects
the fact that considerable effort has been invested in the preparation of numerous Codes,
Guidelines and White Papers dealing with disability however, very little has been done to ensure
that guidelines and policy relating to disabled people has been adhered to (Healey et al., 2011).
At present the University of Limpopo (Turfloop campus) does not have a policy regarding
students with disabilities (SWD’s) but is in the process of drafting one (DSU, 2012). Few studies
about the challenges experienced by physically disabled students have been carried out on

1
campuses in South Africa generally and none at the University of Limpopo (Turfloop campus)
specifically. The proposed research is thus seen as an important addition to research in the field.

1.2 Motivation for the study

This study is important in that it will give an insight to the experiences of student with physically
disability in the Limpopo University (Turfloop Campus). The main importance of the study is
that it aims to give an insight to the academic challenges that students with disability encounter.
It will serve as direction on the service provision for students with disability. Like any other
student, students with disability encounter challenges which are more likely difficult that those
who are able-bodied. The study will also involve statistics combined by the South African
Statistics for 2001 census. The census for 2013 was not used broadly as it did not contain
detailed information about disability in the areas the study focused on.

1.3 Study Aim and objectives

1.3.1 Study Aim

The study has the following aim:

• to explore the challenges experienced by students with a physical disability at the

University of Limpopo (Turfloop campus).

1.3.2 Study objectives

The main objectives of the study are:

• to explore the experiences of students with physical disabilities in an academic

environment;
• to investigate what kind of psycho-social support physically disabled students experience
during the period they are registered for a degree at the University of Limpopo (Turfloop
campus);

2
 • to determine if physically disabled students experience discrimination from their peers,
and/or lecturing staff at the University Limpopo (Turfloop campus);
• to determine if physically disabled students are exposed to an environment which is user
friendly and allows them easy access to lecture halls, residences and/or any other part of
the institution.

1.4 Definition of key terms

Physical Disability or challenge: according to Seirlis and Bergmann (2007) an individual

qualifies as disabled or challenged based on personal or group standards or norms. Such
impairments may include physical, sensory and/or cognitive or disabilities. A physical disability
is any impairment which limits the physical function of one or more limbs and/or the fine gross
motor ability of an individual. Other physical disabilities include impairments which limit other
facets of daily living, such as respiratory disorders and/or epilepsy and/or sight and/or audio
impairments (See Appendix A for types of physical disability).

Challenges: refers to any situation where a physically disabled/challenged individual has to

overcome obstacles which require great mental or physical effort because appropriate
infrastructure (psycho-social or physical) is not in place (Seirlis & Bergman, 2007).

Students with Disabilities (SWD’s): According to Rhinehart - Neas (2011) different terms exist
for physically handicapped or disabled persons or students. At present the term used by those
with disabilities is either Persons with Disabilities (PWD’s) or if a registered tertiary student,
Students with Disabilities (SWD’s). For the purpose of this study the term Students with
Disabilities (SWD’s) will be used to describe registered students with a physical disability.

1.5 Summary

The chapter introduced the study and noted its aims and objectives. The research problem and
motivation for the study were also addressed and a definition of key terms given. Chapter two
focuses on literature about disability relevant to the present study.

3
 CHAPTER 2: LITERATURE REVIEW

2.1. Introduction

For students with disabilities, inequalities in higher education begin which inequalities within the
both primary and secondary schooling systems in South Africa. Historically, there was a
dominant mainstream system for so-called normal leaners and a secondary system of specialized
education for learners with special needs. In the latter system however, the curricula was
appropriate to prepare leaners for the world of work and only a very limited number of schools
offered tuition up to matriculation (Grade 12). Learners who went to these schools were not
given the opportunity to go to university. It is also true that because of poor physical
infrastructure and lack of support many learners with physical disabilities were totally excluded
from the education system (Healey et al., 2011).

According to Healey et al. (2011), although contemporary schooling systems in South Africa
have the potential to support greater participation by persons with disabilities in higher
education, barriers still remain. Traditional attitudes and stereotyping of the abilities of learners
with disabilities still lead to exclusion and reinforcement of the idea that these leaners do not
have a future in higher education. Barriers are intensified by inequalities inherent in the higher
education system. For example, students with disabilities are still being excluded from higher
education and being channeled into work such as telephony or supervised practical work. This
stereotype is linked to the medical model of dealing with disability where emphasis is placed on
the nature and extent of the student’s impairment rather than on existing institutional barriers. It
is difficult to prove outright discrimination against potential students with disabilities. However,
subjective evidence suggests that learners are often advised to follow post-school education
viewed as suitable for them which is practical rather than academic. It must also be noted that
institutional exclusion is often based on the perceived difficulties surrounding specified
accommodation needs that an institution claims it cannot provide.

4
It has been suggested that the continued use of the medical discourse of disability has also
influenced the way in which institutions respond to students with disabilities, particularly in
terms of addressing their medical needs. Whilst facilities play an important role in supporting
students with disabilities the extent to which teaching and learning processes marginalize or
exclude learners and students with disabilities has not been fully researched. The absence of
inclusive teaching and learning methodologies (for instance, for blind persons) plus the physical
and social barriers at universities remain challenges within the field of higher education. There is
thus an urgent need for further research on all aspects of the challenges and experiences that face
SWD’s in higher education (Healey et al., 2011). It is further stated that support provision for
SWD’s is based on the assumption that all of a student’s problems can be solved by a particular
piece of equipment without attempts being made to understand the social context and other
factors aggravating the barriers experienced by the student. The Government wants to ensure
equal access to higher education for all South Africans and has promulgated legislation in this
regard.

Globally, almost 180 million young people between the ages of 10-24 live with a physical,
sensory, intellectual or mental health disability significant enough to make a difference in their
daily lives. The vast majority of these young people, some 150 million (80%) live in the
developing world. They are routinely excluded from most educational, economic, social and
cultural opportunities and are amongst the poorest and most marginalised of the entire world's
young people. Of all groups with disability, the groups about which we know the least are
disabled adolescents and young adults. This category encompasses both individuals in the age
range labelled by UNICEF (2011) as adolescents (those between the ages of 10 to 18) years and
by the United Nations (2012) as youth (19-24 years). Sub-groups within this category have
distinct issues and concerns which are often not addressed (Groce, 2004).

5
2.2 Demographics pertaining to physical disability

According to Groce (2004) world-wide, estimates of the number of adolescents and young adults
who live with a disability vary widely. Estimating the number of disabled young people is
complex for two reasons. The first is that disabled young people are often grouped together with
children or adults which make it hard to estimate their numbers as a distinct group. The second is
that definitions of disability vary widely. In some nations, only individuals with significant
disabilities are identified whilst in others, even those with mild disabilities are included. Issues of
accuracy and reliability of statistics have been raised for individuals with intellectual disabilities
and individuals with mental health concerns, as well as those with physical and sensory
disabilities.

Suris and Blum (1993) reported that disability rates are higher in wealthier countries. This seems
to be because screening programmes are more available, allowing identification of more
adolescents with moderate and mild disabilities. While high infant and child mortality rates in
poorer countries may contribute to this discrepancy, under-reporting of disability also cannot be
ignored. Suris and Blum (1993) in analysing various databases for statistics on disabled persons
for 42 countries reported a wide disparity in the rates of reported disabilities between countries.
At the time of their study these rates ranged from 108 disabled persons per 100.000 in Myanmar
to 6726 per 100.000 in Canada. The study noted that reported disability in 15 to 19 year olds
ranged from 142.6 per 100.000 in Myanmar to 5099.5 per 100.000 in Austria. The research also
noted that there is sometimes a lack of consensus on what constitutes a disability within
countries. In 2002, the United Nations established a new international consortium the
Washington City group to more accurately determines national and international statistics on
disability at all ages. However, the prevalence of disability is still not reported accurately in
many countries, particularly those that are labeled developing nations. In 2005 it was estimated
there were around one billion disabled adolescents in the developing world Recent estimates
differ from organisation to organisation, thus a global estimate is difficult however, it is likely
that this figure is presently around 1.5 billion (United Nations, 2012). Moreover, with half of the
world's population below fifteen years of age, the number of young people with disability can be
expected to rise markedly over the next decade, particularly in the developing world. This will
not simply reflect a rising birth rate, better medical interventions both in developing and

6
developed countries, will allow a growing numbers of disabled infants and children, to survive
into adolescence and adulthood. Young people are also at increased risk of disability due to
work-related injuries and risk-taking behaviour(s). These include, but are not limited to, motor
vehicle accidents (MVA’s), experimentation with drugs and gang related violence (United
Nations, 2012).

It is also true that the sensory, physical and mental health impairments associated with the
HIV/AIDS virus will add millions of young people to the growing ranks of those who are
disabled. Of equal concern is the increased risk for young people with disability of becoming
infected by the HIV/AIDS virus. It is often incorrectly assumed that disabled young people are
not or will not become sexually active, use intravenous drugs or be victims of abuse or rape.
Owing to this misconception they are often not provided basic sex education and the resources to
protect themselves (UNAIDS, 2011).

According to Suris and Blum (1993) experts generally agree that disability disproportionately
affects the poor. Moreover, the few national data sets that do exist suggest that throughout the
developing world disability affects more males than females, and is found more commonly in
rural as opposed to urban areas. However, such data may also reflect survival rates, access to
diagnostic services, census collection techniques and definitional differences of what constitutes
a disability. These issues make conclusions about the distribution of disability within
populations, especially for the very poor and for young women with disabilities open to question.

2.3 Surveys on disability in South Africa

Before 2009 questions relating to disability were broken down into different types of disability in
South Africa, particularly in the 2001 household survey. After this date the questions used to
indicate disability were changed to relate to those used worldwide. These questions were
developed by the Washington Group and were introduced into household surveys after 2001.
These questions require each person in the household to rate their ability level for a range of
activities such as seeing, hearing, walking a kilometre or climbing a flight of steps, remembering
and concentrating, self-care, and communicating in his/her most commonly used language,
including sign language. During the analysis, individuals who said that they had some difficulty

7
with two or more of the activities or had a lot of difficulty or were unable to perform any one of
the activities were ranked as disabled. The analysis was confined to individuals aged 5 years or
older as children below the age of five years are often mistakenly categorised as being unable to
walk, remember, communicate or care for themselves when it is due to their level of
development rather than any innate disabilities they might have (Department Women, Children
and People with Disabilities, 2012).

Using this classification system, 5.2% of South Africans aged 5 years and older were classified
as disabled. Women (5.4%) were slightly more likely to be disabled than men (5.0%). The
Northern Cape (10.2%), North West Province (7.7%) and Free State (6.7%) presented the
highest rates of disability in the country. No clear patterns emerge when the findings are
compared to the results from 2001, 2009 and 2010. While nationally, the percentage of disabled
individuals over the age of four years increased from 5.7% in 2009 to 6.3% in 2010, before
declining again to 5.2% in 2011, different provincial patterns emerged in terms of disability
generally (Statistics South Africa, 2011).

The questions used to ascertain disability in the 2001 (Statistics South Africa, 2003) census made
it easier to make comparisons between different types of disability (for instance, deafness,
blindness or inability to walk). The present study reports the older statistics, as well as those
above, which indicate what types of disability exist rather than give a pattern of general
disability, which is indicated in the later surveys. It must also be stated that the more
contemporary methods of reporting disability make it very difficult to identify enduring patterns
and inter-provincial differences in specific disabilities thus making an analysis of possible
reasons [for the disability] impossible.

2.4 South African government legislation pertaining to disability

Legislative documents issued by Government pertaining to disability include the following.

• The Constitution of South Africa, 1996 (and more particularly the Bill of Rights) which
prohibits all forms of unfair discrimination entrenches the right of equality and provided
for measures to address past imbalances.

8
 • The Employment Equity Act, 1998 (EEA) which aims to address inequalities in the
workplace.
• The promotion of Equality and prevention of Unfair Discrimination Act, 2000.
• The Code of Good Practice and the Technical Assistance guidelines on the Employment
of Persons with Disability (these two guidelines are not legislation but simply serve to aid
and clarify the Employment Equity Act).
• The Integrated National Disability Strategy (INDS, 1997) which is intended as both a
guide and to support increased employment of and services to, people with disabilities
within government structures.

Healey et al. (2011), state that within the context of Higher Education the South African Higher
Education policy framework has a strong equity agenda which includes the following.

• Education White Paper 3 (2010): transformation of the higher Education System

recognizes both the need to prevent unfair discrimination and to implement strategies and
practice which are designed to overcome inequalities generated in the past. This is
important as it sets the framework for how the needs of Students with Disabilities must
be responded to by the system as a whole and by the individual institution.
• The National plan for Higher Education (2001) identifies so-called non-traditional
students (which include Students with Disabilities) as a target group for inclusion into the
higher education system.
• Education White Paper 6 (2010): Special Needs Education covering inclusive education
makes provision for regional collaboration between institutions in providing services to
address special needs. A further paper is expected describing how recommendations can
be operationalized.

9
2.5 Disability prevalence at the South African national level

According to Census 2001(Statistics South Africa, 2003) a total of 2 255 982 persons reported
that they had some kind of disability that prevented them from full participation in life activities.
This number constituted 5% of the total population (44 819 778) enumerated in the census. The
most recent census (Statistics South Africa Census, 2011) statistics for disability prevalence in
the country are not yet available.

2.5.1 Prevalence by population group in South Africa

The Black population reported the highest number of disabled people (1 854 376 or 5.2% out of
a total of 35 416 166), followed by Whites (191 693 or 4.5%), Coloureds (168 678 or 4.2%) and
Indian/Asians (41 235 or 3.7%). These percentage differences (See table 1) are probably due to a
variety of socio-economic and demographic factors, as well as unique social cultural perceptions
and stigmatisation with regard to the reporting of disability generally (Statistics South Africa
Census, 2001).

Table 1: Percentage of different population groups with disability in South Africa

Types of African Coloured Indian/Asian White

disability % per %
% % %
population group
in South Africa
Sight 33.8 24.2 27.4 23.6
Hearing 19.7 18.2 16.2 26.1
Communication 6.0 8.4 7.6 8.7
Physical 28.0 37.9 36.1 37.0
Intellectual 11.5 15.3 13.9 17.6
Psychological 15.7 18.2 15.4 14.1
(emotional)

10
 2.5.2 Prevalence of disability by gender and province in South Africa

It is important to recognize that even within the disabled community there are sectors that
experience discrimination and exclusion, more acutely than others. Women with disabilities bear
the brunt of discrimination and exclusion more acutely than men and have a higher rate of
disability than men, due primarily to women's higher average longevity (however, as the
population is larger for females a lesser percentage overall is noted females versus males). The
information collected in the 2001 census followed this trend, with 1 173 939 females affected
compared to 1 082 043 males (See table 2). The table also indicates the number of disabled
person per province. It shows that KwaZulu-Natal had the highest number (470 588) while
Northern Cape had the lowest number (46 973). In terms of prevalence, Free State had the
highest percentage (6.8%) of PWD’s within its borders. The provinces with the lowest
prevalence of disability were the Western Cape at 4.1 % and Gauteng at 3.8 % (Statistics South
Africa Census, 2001).

Table 2: Number of disabled people by gender and province

N %
Province Males Females Total Males Females Total
Western Cape 96 549 90 301 186 850 4.4 3.9 4.1
Eastern Cape 173 229 199 037 372 266 5.8 5.8 5.8
Northern Cape 23 620 23 353 46 973 5.9 5.5 5.7
Free State 87 758 97 619 185 377 6.8 6.9 6.8
Kwazulu-Natal 219 685 250 903 470 588 5.0 5.0 5.0
North West 105 169 106 054 211 223 5.8 5.7 5.8
Gauteng 164 588 167 023 331 611 3.7 3.8 3.8
Mpumalanga 87 319 94 874 182 193 5.8 5.8 5.8
Limpopo 124 128 144 774 268 902 5.2 5.0 5.1
South Africa 1 082 043 1 173 939 2 255 982 5.1 5.0 5.0

11
2.5.3 Prevalence of disability by age in South Africa

The age profile of the disabled population shown in Table 2.3 indicates that 2% of persons aged
0-9 years were reported as disabled. This percentage increases steadily amongst those aged less
than 40 years and increased rapidly thereafter. There were no significant differences between
females and males. However, there are variations and similarities in the prevalence of disability
among different age groups (Statistics South Africa Census, 2001).

Table 3: Number of Persons with Disabilities by gender and age group

Age group N %
(years)
Males Females Total Males Females %
0-9 101 838 88 822 190 660 2.2 1.9 2.1
10-19 156 980 148 755 305 735 3.2 2.9 3.0
20-29 149 422 134 806 284 228 3.7 3.2 3.5
30-39 165 153 145 787 310 940 5.4 4.3 4,9
40-49 165 871 168 727 334 589 7.5 6.7 7.1
50-59 142 602 155 928 298 530 10.8 10.3 10.5
60-69 102 815 138 168 240 983 13.7 12.5 13.0
70-79 62 396 111 578 173 974 16.9 17.7 17.4
80+ 34 966 81 368 116 334 25.6 27.9 27.2
South Africa 1 082 043 1 173 939 2 255 982 5.1 5.0 5.0

2.5.4 Prevalence of disability linked to educational levels in South Africa

According to Census 2001(Statistics South Africa, 2003) the percentage of disabled persons is
highest among those who did not complete primary school (10.5%) and lowest amongst those
with higher levels of education as shown in table 4. This is probably because facilities and
support services at schools are poor for PWD’s and psycho-social problems (for instance,
stigmatisation and bullying because of lack of understanding).

12
Table 4: Percentage of People with Disabilities in each educational level in South Africa

Level of education Males Females Total

% % %
Basic (not finished 10.7 10.4 10.5
primary school)
Primary 5.3 5.2 5.2
Secondary 4.1 3.8 3.9
Higher 3.1 2.9 3.0
Other 1.7 1.5 1.6

2.5.5 Major disability types in South Africa

In South Africa the major disability types fall into the groups designated under table 5
which provides the percentage of disabled persons who are affected by the
various types of disabilities (Statistics South Africa Census, 2001). The prevalence of sight
disability is the highest (32%) followed by physical disability (30%), hearing (20%), emotional
or psychological disability (16%), intellectual disability (12%) and lastly communication
disability (7%).

Table 5: Major disability types in South Africa (% of total South African population)

Types of disability Males Females Total

% % %
Sight 28.3 35.6 32.1
Hearing 19.4 20.7 20.1
Communication 7.2 5.8 6.5
Physical 30.7 28.6 29.6
Intellectual 13.5 11.3 12.4
Emotional 17.3 14.3 15.7

13
2.5.6 Disability percentages per South African population group

The data on disability by population groups is very likely incomplete as there is stigma attached
to disability in general and some disabilities more so than others, for instance psychiatric
disabilities (Chih-Hsuan & Bih-Ching, 2012). Table 6 indicates the percentage of disabled
persons who suffer from the major disabilities by the various South African population groups.

Table 6: Percentage of disabled persons affected by specific disabilities by population group

Types of African Coloured Indian/Asian White

disability % % % %
Sight 33.8 24.2 27.4 23.6
Hearing 19.7 18.2 16.2 26.1
Communication 6.0 8.4 7.6 8,7
Physical 28,0 37,9 36,1 37.0
Intellectual 11.5 15.3 13.9 17.6
Emotional 15.7 18.2 15.4 14.1

The results presented show that 5% of the population counted in Census

2001 were disabled. Africans had the highest prevalence (5.2%) while Indians/Asians had the
lowest (3.7%). Free State had the highest prevalence (6.8%) and Gauteng the lowest (3.8%). The
prevalence by age indicates that disabilities increase with age. Most of the disabilities reported in
South Africa are those concerning sight and physical (Statistics South Africa Census, 2001).

2.6 Institutional attitudes towards Students with Disabilities (SWD’s)

According to Seale, Draffan and Wald (2008) many students with disabilities experience
frustration with their tertiary education experiences. This frustration arises from negative peer
attitudes, physical barriers on campus and lack of appropriate services and support. The
successful integration of tertiary students with disabilities requires positive institutional attitudes
which begins at top-management level and filters through to faculties, schools and departments.
It is however, inevitable that institutions are inherently predisposed to stereotypical attitudes held
by the community in which they are placed and those held by the major groups within their

14
student body. This difficulty can be overcome by using interventions that discuss disability and
difference during the orientation of all new students to the institution.

2.7 Peer attitudes towards Students with Disabilities (SWD’s)

According to Gorter (2009) various studies in integrated school contexts indicate that the
disabled child is usually socially isolated and is at risk of developing psychological or emotional
problems because of peer rejection or neglect. In university settings this is unlikely to change
unless staff and students are educated to understand difference. According to Milsom (2006)
staff should be given pre-service education, in-service education and/or other professional
development activities regarding creating a positive university experience for SWD’s. Tertiary
education students who have had contact with individuals who have a physical disability before
attending university are more comfortable during interaction and more at ease with their disabled
peers than those who have not had contact with persons with disabilities. Further, tertiary
students without disabilities are more uncomfortable interacting with peers with disabilities than
with peers without disabilities, and students with disabilities are more comfortable interacting
with peers with similar disabilities (Fichten, Bourden, Amstel & Fox, 1989).

2.8 Physical barriers for Students with Disabilities (SWD’s) on tertiary education
campuses

One of the many negative consequences of having a chronic physical health problem is
decreased physical mobility and difficulties in executing everyday activities. It is especially
problematic for non-able-bodied students to navigate a post-secondary campus that is
inaccessible. After 1994 tertiary education campuses tried to make their buildings user-friendly
or accessible for disabled persons (Healey et al.,2011). However, although institutions have
worked at improving access for the disabled many constraints exist for instance, budgetary and
or architectural problems. Studies suggest that SWD’s often encounter physical barriers in the
tertiary education environment which remain an unaddressed concern by these institutions.
Students report their concerns about physical barriers within the university environment which
are not readily identified by non-disabled student however, little gets changed. This may add an

15
additional stress level for SWD’s not experienced by non-disabled students. Singh (2003)
reports that SWD’s are treated differently by lecturers or teachers and thus receive a different
level of education which may be positive or negative but is perceived by the SWD as different
thus as not acceptable. SWD’s expect the same level of interaction and teaching as able-bodied
students. Finally, he reports that only seven percent (7%) of institutions in the United States of
America (USA) provide full accessibility to students with physical disabilities. It was also
concluded that only a small minority of sample institutions offer structural, academic, and
dormitory accessibility as well as recreational opportunities for students with physical
disabilities. Information regarding physical access for SWD’s at tertiary institutions in South
Africa is not available but it is unlikely that all tertiary facilities are completely user-friendly for
SWD’s.

According to Venter, Rickert and Maunder (2012) problems accessing universities in South
Africa for disabled students are many for instance, public transport systems are not yet
developed to include facilities for wheelchairs. The authors state that most developing countries
are in the process of devising specialised environmental access not general access for the
disabled, thus getting to and from institutions is difficult.

2.9 Student Services for Students with Disabilities (SWD’s)

Student services in tertiary institutions are growing in numbers to meet the demands of the
growing numbers of SWD’s attending these institutions. According to Milsom (2006) support
services on USA college campuses has increased by ninety percent (90%) since the 1970’s.
Despite this increase, however, administrators need to be aware that although students may
report a disability, those students may not necessarily request special services or identify
themselves as having a disability as they often express a conflict between their desire to be
independent and their desire to use services and accommodations available to them. Campus
disability support services in the USA reports that between one (1%) and three (3%) percent of
all students on college campuses request these services.

16
In South Africa a report on disability in higher institutions (Healey et al., 2011) reported that the
SWD’s experience inequalities and discrimination at all educational levels in South Africa.
Historically, there was a dominant mainstream system for normal leaners and a secondary
system of specialized education for learners with so-called special needs. In the special needs
category the curricula was appropriate to prepare leaners for the world of work and only a very
limited number of these schools offered tuition up to matriculation excluding many learners
from higher education opportunities.

Building the social skills of SWD’s is of equal priority to the necessary academic skills, which
prepare these students with the skills to meet challenges beyond the academic environment.
However, an institution's support service often does not contribute to social integration. For
example, SWD’s who discontinue their education often report that reasons for discontinuation
include a lack of social support within the university environment. It may be assumed that while
disabled students feel academically supported by student support services in postsecondary
institutions, their overall psychological and social needs are not being adequately addressed. This
may contribute to a lack of adjustment to the higher education environment overall (Healey et
al., 2011).

2.10 International research on Students with Disabilities (SWD’s)

Groce (2004) states that whilst international research may be lacking, extrapolation from
available data on youth in general and disability in broadly, can provide a starting point. This is
because the needs of disabled young people are similar to those of their non-disabled peers.
These are the need for education, job training, employment, and inclusion through participation
in social, cultural, religious and economic affairs. In the UK (HEFCE, 1999) research in schools
and tertiary education campuses noted that disabled students experienced barriers to accessing
classes and that the physical environment possessed many challenges that these students had to
overcome on a daily basis. This meant that provisions for disabled learners did not fully meet the
criteria established as base-level education needs relating to the physical environment as
specified by the Higher Education Funding Councils for England. Similar research, in Wales,

17
also found that physical barriers were a significant factor in determining the choice of institution
a physical disable learner chose to study at. The research also found that many institutions did
not meet the minimum requirements (as laid down in law) for providing a safe, accessible and
nurturing environment for disabled learners. It was also noted that in institutions which met and
exceeded minimum requirements for infrastructure for disabled students the attitudes of staff and
peers was intolerant which often led to these students not completing their courses.

Ogunlana (2012) notes that disabled persons from developing countries in Africa are not
represented as they should be in a tertiary education environment. This is often related to the
economic system in those countries which does not provide the physical infrastructure for these
students. At present, most developing countries, who are trying to make a place for themselves
within the global economy, do not see disabled minorities as urgently needing help.

2.11 Disability, stigma, gender and minority status of Students with Disabilities (SWD’s)

According to Groce (2004) globally, it is widely acknowledged that the greatest impediment to
the lives of young people with disabilities is prejudice, social isolation and discrimination. While
all individuals with disability may be affected by this lifelong cycle of stigma and prejudice,
females are at increased risk. In societies where girls are valued less than boys, the investment in
education, health care or job training that families are willing to make in disabled girls are often
substantially less than for disabled boys. Some discrimination may be subtle, for example, a poor
family may wait a few days more to invest in an antibiotic for an ill daughter with a disability
than they would for a son with a disability, hoping that the condition will clear on its own.

A study by the International Labour Organisation (ILO, 2011) in six Asian Pacific nations found
that the incidence of disability was in fact higher for women than for men, making higher
survival rates for men with disabilities. Young people with disability who are members of ethnic
and minority populations are also at increased risk. Coming from different cultural, linguistic and
religious traditions, these young people are less likely to be included in whatever services and
programmes that exist. An ethnic or minority status can also compound the discrimination
already encountered by disabled young women, who find they contending with forces that would
exclude them on the basis of their gender, their disability and their heritage.

18
If comprehensive guides, for instance that used by Western Michigan University (nd) in the
United States of America (USA) are used, which give a detailed explanation of the facilities
available for disabled students, are posted on the inter and intranet stigmatisation and
discrimination are likely to be lessened and SWD’s can find out information they need in a user-
friendly manner.

2.12 The cycle of disability, poverty and isolation amongst young people

Young people with disabilities have needs very similar to the needs of all other young people, as
clearly stated in Article 23 of the United Nations' Convention on the Rights of the Child
(UNICEF, 2011). They need a safe and supportive environment, education, health services and
access to sport and recreation. They also need to develop skills that will serve them well in the
community and the work place. In many cultures however, the traditional approach is to
acknowledge that they are no longer children, but assume that they will never be accepted or able
to function as adults, either in the workplace or as sexual beings.

UNICEF (2011) reports that disabled children, particularly those with more visible disabilities,
are frequently assumed to be in frail in health and, as such, unlikely to survive into adulthood. In
many countries, a significantly disabled child is referred to as, an innocent or a little angel.
Sending such children to school, including them in social interactions or preparing them for
participation in the adult world is seen as unnecessary. Families with significantly disabled
children often anticipate their disabled child will die young and not survive into old age.

Bjarsason (2002) discussing the transition to adulthood of young people with disabilities in
Iceland describes this as eternal youth. This is described as a limbo in which these young people
are not expected to reach adulthood. However, if they do reach adulthood, and there are care-
homes available, they are placed in care and not visited regularly (if at all) by their families. If
care homes are not available disabled adults continue to live as children in their parents
households, or find themselves living as vagrants.

19
According to UNICEF (2011) in many countries, particularly where extended family units are
still the norm, it is considered appropriate for all young people to remain at home, including
those with a disability. Personal assistance, if needed, is provided by immediate family members,
(most commonly the mother), which means that these young people often have little or no say
over even the most basic aspects of their lives. This limits a disabled young person's ability to
establish a sense of autonomy or gain experience in making independent decisions. Elsewhere,
rapid moves towards modernisation have led to the expectation that young non-disabled adults
will eventually live independently of their parents. Young disabled adults however, are often
expected to continue living at home - making their lived experiences as young adults
increasingly different from that of their non-disabled peers. In many cases, poverty and lack of
viable options will force many young adults, particularly young males, to leave home for a life
without family supports or a life on the streets.

2.13 Education pertaining to People with Disabilities (PWD’s)

Groce’s (2004) research is a key concern for most disabled young people in the developing
world. In many countries, children with disabilities are considered to be incapable of learning, no
matter what their disability is. Often a disabled child is considered a distraction to other students
and simply sent home. Lack of schooling may reflect the belief that such children cannot learn,
that such children should not be put through the stress of learning or that such children are an
embarrassment (evidence of bad blood, incest or divine disfavour) and should not be seen in
public. School buildings are routinely built with stairs, or far from community centres, making
them inaccessible to those with mobility impairments. Lack of trained teachers, appropriate
teaching materials and an unwillingness to include disabled children in classrooms
accommodating predominately able-bodied children, limits access to education for millions of
blind and physically disabled children. This lack of access is even more problematic for
intellectually disabled children and those with mental health difficulties. However, one of the
primary reasons disabled children are so rarely in school is that their family and the community
they live in may not perceive that they need an education. This general lack of access to
education is cumulative and by the time children with a disability reach early adolescence, the

20
vast majority find themselves far behind the educational and skill levels of their non-disabled
peers.

According to Russo (2003) gender further compounds inequities in education. The research notes
that cultural bias against women in general and reduced expectations for disabled females in
particular, further limits what funds families and schools are willing to spend on academic and
vocational training. Compounding this, where school fees and barriers make universal education
unavailable, anecdotal reports indicate that some parents choose to put all the family resources
into educating non-disabled siblings, with the expectation that these children will be better able
to support their disabled sibling in adulthood. The option of educating the child with a disability
to ensure he or she will be self-supporting is often not considered as an alternative. It was further
noted in the research that only a few studies have found some inclusion of disabled adolescents
and youth in general classrooms without special consideration being given to their disabled
status. According to Miles (1983), in a study in rural Pakistan, found 22% of all disabled
children had received some schooling within the general classroom setting and reports similar
observations from Sri Lanka. This casual integration is hard to track, but it was noted to
represent an important area for further study, not only for its implications for education, but also
because it might provide functioning models of inclusion that may be of relevance to subsequent
job training and economic development schemes.

Additionally, there has been growing interest in inclusive schooling practices with UNICEF,
(2011) promoting greater integration for disabled children and adolescents into the general
classroom. However, most of these efforts have been directed towards younger children, not
disabled adolescents. In fact, by the time they reach adolescence, the vast majority of young
people with disabilities world-wide are no longer in school. The social isolation, poverty and
discrimination faced by children with disabilities also sets up an interconnected pattern of
problems. Many children with disabilities do not attend school or leave school early. Millions of
these young people end up on the street, unemployed and often involved in crime, sex work and
drugs, frequently at the request of others who see them as easily persuaded (essentially, with

21
very few other options). It is estimated that at least one-third of all street children, adolescents
and adults have a disability.

According to (Shevlin & Kenny, 2002) in developed nations there exists extensive educational
systems for most children with disabilities through to late adolescence. Some nations integrate
these adolescents into general classrooms. Others provide specialised classes and training in
social and job skills to help disabled children in the transition to adulthood. These programmes
have varying degrees of success. An extensive body of research has documented this process of
transition in some detail, although there is still relatively little information on the effects of this
process on the social integration of the individual, and its implications for the family unit.
Comparable data from the developing world are hard to come by.

Students with a disability are often formally restricted in what course of study they are allowed
to pursue. In a recent study from Ireland it was reported that disabled high school students are
not allowed to enroll in the full range of academic courses. The same research noted that in
China, disabled university students are not allowed to major in most sciences, as it is felt that the
degree would be wasted on an individual who would never be able to find a position in his or her
field of study. This systematic lack of education has immediate relevance to disabled young
people. At an age when non-disabled individuals are beginning to define themselves through
their anticipated careers, most disabled young people enter the workforce strikingly unprepared
(Shevlin & Kenny, 2002).

2.14 People with Disabilities (PWD’s) in Africa

In Africa, an estimated 60 to 80 million people are living with disabilities. Their numbers are
rising due to conflict, malnutrition, natural disasters and HIV/AIDS. Conflict is one of the major
causes of disability in the region, as it causes significant number of non-fatal injuries among
civilians and soldiers, and has long lasting psychological impacts. During conflicts, civilians and
soldiers are at risk from hostilities, as well as from unexploded landmines and violent incursions.
Angola and Mozambique are two heavily mine-affected African countries, which have mines
numbering 15 million and 3 million respectively (HST, 1999: ICRC, 2011).

22
2.15 People with Disabilities (PWD’s) in South Africa
The higher education system in South Africa is one that has been moulded by various historic,
socio- political factors. Taking the degree of racial inequality that existed in the past, it is not
surprising that there has been a large focus over the last few years on increasing the participation
of Black students in the higher education system. Some attention has also been directed at the
position of women. Parallel to equity issues, government embarked on a process of restructuring
the institutional landscape by merging and consolidating different universities and technikons
into the 23 tertiary institutions that currently exist in South Africa. Within all of these
developments and changes that have taken place over the last couple of years, limited attention
has been placed on addressing issues of access, retention and participation of students with
disabilities. This is notwithstanding the fact that they have been identified in various
governmental policy documents as being historically disadvantaged and deserving of special
attention (HST, 1999; Statistics South Africa Census, 2003).

It is within this context that some tertiary institutions in South Africa have established so-called
Disability Units (DU) to offer specialized services to their students with disabilities in order to
facilitate access and integration of these students. Not all 23 institutions currently have such
Units. Their functionality and services offered differ considerably from institution to institution.
The question that arises is whether these units play a role in ensuring access and participation of
students with disabilities and how they are viewed by different role players within the institution
as well as students (HST, 1999; Pillay, 2011).

For students with disabilities, inequalities in higher education begin with inequalities within the
whole schooling system of South Africa. Historically there was a dominant mainstream system
for normal learners and a secondary system of specialised education for learners with so-called
special needs. In the latter system very often, however, the curricula was inappropriate to prepare
learners for the world of work and only a very limited number offered tuition up to matriculation
(now Grade 12) level effectively excluding many learners from higher education opportunities.
Many learners were also totally excluded from the education system. It has been estimated that
as many as 70% learners with disabilities of school going age were outside of the general
education and training system at that time1. The lack of appropriate schooling has profoundly
affected access to higher education for persons with disabilities. Census data suggests that the

23
number of children with disabilities entering the schooling system has since improved (HST,
1999; Magongwa, 2009).

Although the schooling system in South Africa has the potential to support greater participation
by PWD’s in higher education, barriers still remain. Traditional attitudes and stereotyping of the
abilities of learners still lead to exclusion and reinforcement of the notion that learners with
disabilities do not have a future in higher education. Barriers are worsened by inequalities
inherent in the higher education system. This includes the ways in which modules are structured
and the general role that that higher education plays within society as a whole. For example,
SWD’s are still excluded or channeled into programmes or degrees based on the perceptions of
their capabilities. If programmes have mandatory fieldwork or practical development in off-
campus facilities or entail the use of specific types of equipment SWD’s are often not allowed to
register. This perceived ineligibility is linked to the continued use of the medical model in
dealing with disability, which puts the emphasis on the nature and extent of the student's
impairment rather than on institutional barriers (Shevlin & Kenny, 2002).

Although in most cases it is extremely difficult to prove discrimination against students or

potential students with disabilities, anecdotal evidence suggests that these students are often
persuaded to follow a certain course viewed as suitable for them. Disabled students are often
excluded from residence at institutions because it is assumed that the institution cannot meet
their needs. It is also likely that institutions fear that something may happen to the disabled
student on campus and they will face a lawsuit (UNICEF, 2011).

The way in which learning support and services is provided currently at South African Higher
Education Institutions (HEI’s) to students with disabilities has been widely criticized. Available
evidence suggests that the initiatives and structures in place at the various institutions vary
considerably in what work they do and the services they offer. In some institutions constraints
relating to funding exist however, this is often an excuse as some of the best facilities for SWD’s
in tertiary institutions is found at rural institutions who have historically less funding than their
so-called mainstream counterparts. The structural separation of learning support for disabled
students from other learning support is criticised and an integrated approach is seemingly
preferred (UNICEF, 2011).

24
However, Jjuuko (2013) comments that the realisation of education for all disabled individuals in
South Africa is being led by tertiary institutions like the University of Venda (a previously
disadvantaged institution) which has implemented inclusive education for both able and disabled
students far more proportionately than many more affluent institutions in the country,

2.16 Summary

The chapter discussed disability globally, in African and South Africa. Statistics for disability
pertinent to the study were also presented. The effect of gender pertaining to disability was also
discussed. Factors pertaining to disability in higher education generally were also presented. The
following chapter presents the theoretical framework used by the study.

25
 CHAPTER 3: THEORETICAL FRAMEOWORK FOR THE STUDY

3. 1 Introduction

This section explains how this study uses thematic analysis as a framework for the study and as a
mode of analysing the qualitative data. According to Terre Blanche, Durrheim and Painter
(2009), the key to ensure a satisfactory interpretive analysis is to stay close to the data, and to
interpret it from a position of empathic understanding. This entails a range of careful steps to
provide a thorough description of characteristics, processes, transactions, and contexts that
constitute the phenomenon being studied. It should also include an explanation of the
researchers’ role in constructing the description. To use it as a framework for a study it is
important that the theoretical position of a thematic analysis is made clear, as this is all too often
left unspoken (and is then typically a realist account). Any theoretical framework carries with it a
number of assumptions about the nature of the data, what they represent in terms of the world,
and lived reality. A good thematic analysis will make this transparent and provide a framework
for the study.

3.2 Thematic Content Analysis as a framework for the present study

Braun and Clark (2006) postulate that thematic analysis offers the researcher flexibility which
allows it to form a broad theoretical framework for many qualitative studies. In many studies
where it is used it is implicitly framed as an experiential method which because of its theoretical
freedom provides a flexible tool which can provide an in-depth, detailed and complex
interpretation of the data.

According to Braun and Clark (2006), thematic analysis is a poorly demarcated, rarely-
acknowledged, yet widely-used qualitative analytic method within psychology. It offers an
accessible and theoretically-flexible approach to analysing qualitative data and is also an analytic
method that search for themes or patterns, and in relation to different epistemological and
ontological positions. It is a method for identifying, analysing, and reporting patterns (themes)

26
within data. It minimally organises and describes your data set in (rich) detail. However, it also
often goes further than this, and interprets various aspects of the research topic (Boyatzis, 1998).
Thematic analysis differs from other analytic methods that seek to describe patterns across
qualitative data – such as ‘thematic’ discourse analysis, thematic decomposition analysis and
grounded theory. These different methods share a search for certain themes or patterns across an
(entire) data set, rather than within a data item, such as an individual interview or interviews
from one person, as in the case of biographical or case-study forms of narrative analysis.

Thematic analysis can be an essentialist or realist method, which reports experiences, meanings
and the reality of participants, or it can be a constructionist method, which examines the ways in
which events, realities, meanings, experiences and so on are the effects of a range of discourses
operating within society. It can also be a contextualist method, sitting between the two poles of
essentialism and constructionism, and characterised by theories such as critical realism, which
acknowledge the ways individuals make meaning of their experience, and, in turn, the ways the
broader social context impinges on those meanings, while retaining focus on the material and
other limits of ‘reality’. Therefore, thematic analysis can be a method which works both to
reflect reality, and to unpick or unravel the surface of ‘reality’.

Themes that are gleaned during thematic analysis reflect what is important in the data linked to
the research question or questions. The researcher finds what can be called levels of patterned
responses which give specific meaning within a data set (Braun & Clark, 2006). As the data
which is analysed is qualitative gleaning or pulling out themes from data is not represented on a
proportional basis. However, any specific set of data should display evidence of a theme if it is
to be considered as a theme. According to Braun & Clark (2006, p. 10) the following is
important.

It is not the case that if it was present in 50% of one’s data items [for instance, 50% of
one’s data items could be Yes or No] it would be a theme. However, if it was present in
only in 47%, then it would not be a theme. Nor is it the case that a theme is only
something that many data items give considerable attention to, rather than a sentence or
two. A theme might be given considerable space in some data items, and little or none in
27
 others, or it might appear in relatively little of the data set. So researcher judgement is
necessary to determine what a theme is.

In conclusion, although thematic analysis is often thought of as a more simplistic form of

qualitative analysis than for instance, grounded theory Braun and Clark (2006, p. 27) argue that:

a rigorous thematic approach can produce an insightful analysis that answers particular
research questions. What is important is choosing a method that is appropriate to your
research question, rather than falling victim to ‘methodolatry’, where you are committed
to method rather than topic/content or research questions. Indeed, your method of
analysis should be driven by both your research question and your broader theoretical
assumptions.

In this study a fundamentally essentialist or realist approach is used in terms of thematic analysis
as the investigation concentrates on reporting the experiences, meanings and the reality of the
participants

3.3 Summary

The chapter focused on Thematic Analysis as a theoretical framework used in the study.
Thematic analysis is a qualitative method which allows for content analysis of data and which
can be used as a framework with which to underpin a qualitative study. The following chapter
focuses on the research methodology used in the study.

28
 CHAPTER 4: RESEARCH METHODOLOGY

4.1 Introduction

Chapter four deals with the approach and research design used by the study and elaborates on the
method used to collect, analyse and interpret the data.

4.2 Research design

Research design according to Terre Blanche, Durrheim and Painter (2009) is the plan of how,
when and where the research will be conducted. The research will utilize a qualitative approach
to the phenomenon under investigation. Qualitative research in its widest sense refers to
investigations that elicit participants’ accounts of their meaning, experiences and perceptions of
any given situation. A qualitative approach using Thematic Content Analysis (TCA) to analyse
and evaluate data is therefore considered an appropriate approach for the phenomena under
review. The researcher aims to get an in-depth understanding and detailed information about the
challenges faced by students with disabilities (SWD’s) at the University of Limpopo (Turfloop
Campus) using this approach.

• Area of the study

The study will be conducted at the University of Limpopo (Turfloop campus) situated In the
Limpopo Province, in the Mankweng area.

• Description of the population

The population consists of all physically disabled students registered for studies at the University
of Limpopo (Turfloop campus). The age and level of study of the students is not taken into
account as they will all have different experiences of being physically disabled (See Appendix B
for a list of all disabled students registered at UL, 2012).

29
4.3 Research questions

The study has the following research questions.

• How significant is perceived peer group stigmatization/discrimination in terms of the

challenges experienced by Students with Disabilities to their social integration at the
University of Limpopo (Turfloop campus).

• How significant is perceived lecturing staff stigmatization/discrimination in terms of

challenges experience by Students with Disabilities academic progress at the
University of Limpopo (Turfloop Campus).

• How significant are physical barriers at the University of Limpopo (Turfloop campus
in terms of challenges experienced by Students with Disabilities relating to their
ability to get to lectures/social gatherings.

4.4 Sampling method

Terre Blanche, Durrheim and Painter (2009) report that sampling means taking any portion of a
population or universe as representative of that population or universe. In this study, the
researcher will use a purposive sampling technique, which is a form of non-probability sampling
method. In non-probability sampling, the probability of each element in the population being
selected in the sample is unknown. The selection chances may be influenced by factors such as
availability, convenience and study objectives. Purposive sampling is a procedure that enables
the researcher to use his or her own judgment to select into the study participants who possess
the knowledge the research intends to unearth (Bailey, 1994). The sample is then chosen on the
basis of a possession of required and ideal characteristics. The study will consist of participants
who are currently registered with the University of Limpopo (Turfloop campus) and who have a
physical disability. The researcher will approach only the candidates who best meet the
requirements of the study. In this case the sample will consist of SWPDs who are willing to
participate in the study and who are currently registered students at the institution.

30
4.5 Sampling procedures

The study will consist of participants who are physically disabled and who are registered
students at the University of Limpopo (Turfloop campus) for the year 2012. The students will be
interviewed at their residence (Shaka and Kganya residences are those designated for SWD’s) in
their rooms. If this does not meet with their approval a quiet, safe and comfortable room will be
found on campus where interviews can take place. In qualitative research there is no need for
large samples as information rich data is acquired from participants. Data is often derived from
one or two participants in qualitative research because the researcher has to get deep insight into
the phenomena under investigation (Patton, 2002). This research study will consist of a
minimum of six to eight participants. The sample will however, grow in size until saturation of
new themes and topics is reached. It is not anticipated that the number will exceed ten
participants.

4.5.1 Inclusion criteria

The following inclusion criteria will be used:

• All physically disabled students registered as students (See Appendix B) at the

University of Limpopo (Turfloop campus).

4.5.2 Exclusion criteria

• The study focused on students who are physically disabled and residing on campus,
excluding other forms of disability such as blindness, Dwarfism and albinism.
Furthermore, SWD’s who are not residing on campus will not be included in the study
because of lack of financial resources on the part of the researcher.

4.6 Data collection

In this study, the researcher will use a semi-structured interview technique. Semi-structured
interviews allow researchers to probe for information in relation to the topic (Terre Blanche,

31
Durrheim & Painter, 2009). An audio tape recorder will be used to record the participants’
experience if permission to use one is given. Handwritten notes will supplement the audio
recording detailing the researcher’s observations of the participant. The audio recordings and or
the handwritten notes will be transcribed within two days of the interview. Handwritten notes
will, immediately after the interview, be entered into a Word document. The interview process
is defined by rapport built up by the social interaction between the researcher and participant
(Richard & Morse, 2007). Appropriate demographic questions will be asked first followed by
appropriate open-ended questions. These will form the basis of the semi-structured interview
protocol (See Appendix C). The researcher will conduct the interviews in a quiet and relaxed
setting in which the participant can feel safe. Each participant will be given an appointment time
which is suitable to them. There will be no money offered as a form of incentive to participate in
this research study. However cool drinks or water will be available as the interview may take
sixty minutes to an hour and a half.

The data will be collected as follows. Demographic questions will be asked to obtain relevant
background information followed by questions that are expected to glean in-depth information of
the participant’s challenges and experience of being disabled on the University of Limpopo
campus. After the interview participants will be de-briefed, which will give them the opportunity
to share their recent experiences with someone who is willing to listen and empathise without
judgement or criticism (Williams, 2000). The researcher will ask questions in the students’
preferred language and later transcribe in to English, as the researcher can speak Tshivenda,
Xhonga, Sepedi and English and some of the students do speak these languages. If the
researcher feels that the student requires further counselling the matter will be discussed with the
student and, if the student agrees, a referral will be made to student counselling services. This
will be discussed with the researcher’s supervisor, a qualified psychologist (the student will be
made aware of this). Each interview will last from sixty minutes to an hour and a half. After the
interviews have been transcribed a further appointment will be made with the participant so that
she or he can verify that the true meaning of what they said was captured.

32
4.7 Data analysis

According to De Vos (2005) data analysis is the process of bringing order, structure and meaning
to a mass of collected data. Data analysis is also a way of categorizing, ordering, manipulating
and summarizing data to obtain answers to research questions. The study will use Thematic
Content Analysis (TCA) to analyze and categorise the data. Data will be analyzed in the
language in which the interview will be conducted, reading carefully through all the transcripts
to properly understand the meaning of the data. It will be transcribed first into the language the
interview was conducted in and then into English. Analysis of data using TCA uses the following
steps which enhance Thematic Content Analysis (Terre Blanche, Durrheim & Painter, 2009).

• Familiarisation and engagement - familiarisation, according to Treleaven and Voola

(2008), refers to the experience of becoming familiar with the responses and implications
from the respondents’ point of view. Engagement, on the other hand, refers to being involved
in an action that keeps the researcher close to the context of the study. The interaction that
takes place between the researcher and the research participants during the research process
enables the researcher to get close to the understanding from the respondents’ viewpoint. The
length of time of engagement, and the level at which engagement takes place determine the
extent to which familiarisation with the responses or data occurs.

• Inducing themes - at the heart of qualitative data analysis is the undertaking of discovering
themes. Themes are equal to the concepts which researchers identify during and after the
collection of data. The theme of identification is essential in qualitative research. Themes
come from reviewing the data. The richer the data the more themes are produced. They also
come from the features of the phenomena being studied, and they come from already-agreed-
upon professional definitions, from local common-sense constructs, and from researchers’
values, theoretical orientation, and personal experience with the subject matter. There are
different ways to glean themes from the data these include word repetitions, key-words-in-
context, compare and contrast, and searching for missing information, metaphors and
analogies, transitions, connectors, unmarked texts, pawing (underlining key phrases), as well

33
 as cutting and sorting (Patton, 2002). In this study word repetitions and key words are used as
the principal methods of inducing themes from the data.

• Coding - coding is a process for both categorizing qualitative data and for describing the
implications and details of these categories. Firstly, the researcher does open coding which
involves looking at the data detail and developing some primary categories. After this the
researcher begins more careful coding where systematic coding is attempted in respect of the
main concept.

• Elaboration - entails providing all the necessary contexts that relate to the data and
unpacking the data so that they can illustrate the information inside those contexts. It means
an exhaustive explanation on the thought being put forward. Elaboration is only possible
when the researcher is familiar with the context of the research and the data. Without having
engaged with the data and the research context in advance, elaboration may be deficient since
its success depends on complete knowledge or familiarity with the data and research context.

• Interpretation and checking - of research data refers to interpreting the meaning of the
research finding in the language used by the audience for which the research is intended. It is
a mode of showing how far the research problem has been addressed, or the extent to which
the objectives of the study have been attained. These findings have to be checked for
accuracy and relevance, or validated because a central issue in qualitative research is validity
(also known as credibility and/or dependability). There are many different ways of
establishing validity, including: interviewer corroboration, peer debriefing, prolonged
engagement, bracketing, and balance.

• Reflection – the researcher must reflect on all of the steps and try to be as objective as possible in
his or her interpretation of the data. The researcher must then reflect on the process of analysis at
each stage and whether s/he is able to “bracket” any existing prejudices or ideas s/he might have.
Bracketing requires trying to put aside these existing notions.

34
According to Braun and Clarke (2006) TCA used in psychology is an accessible and flexible
theoretical context within which qualitative data can be analysed. TCA is used for identifying,
analyzing and reporting themes or patterns that emerge from qualitative data. A theme is
identified as something which is important in terms of the research questions and is seen as a
form of patterned responses or meanings within any given data set. TCA also allows for more
detailed interpretations of any theme or meaning which may need further elaboration.
Fundamentally, TCA involves the searching across a data set to find recurring patterns of
meaning that are important in terms of the research aims, objectives and questions.

4.8 Reliability, validity and bias

According to Shenton (2004) researchers seek to satisfy four criteria in addressing reliability and
validity which are credibility (internal validity), transferability (external validity), dependability
(reliability) and conformability (objectivity). This research study will adopt the following criteria
to ensure reliability and validity.

• Triangulation: this is using multiple sources of data to confirm the emerging findings.
The researcher will make use of one to one interviews, tape recordings and observations,
as these are different ways that can be used to collect information.
• Member checks: participants will also be asked to check the transcripts of the data. The
participants must be able to say if their words have been properly captured by the
researcher and the transcript is a true reflection of what they think and or feel.
• Frequent debriefing sessions: the researcher and the supervisors form collaboration. This
collaboration will be used by the researcher to provide a sounding board in developing
her ideas, interpretations and will also be used so that both the supervisor and researcher
are able to recognise their own biases.
• Transferability – as this is a study using a small sample and the study is qualitative
external validity will be gained by a detailed description of the unique characteristics
inherent to each interview.
• Dependability or reliability– this is when a method is used that allows the same results to
be obtained if that method is repeated in a similar context. The following steps will be
used to safeguard reliability.

35
 The research will be implemented according to the research design. The research design
will describe how the research will be planned and carried out in a practical manner and
the following steps undertaken:

• Each step of the Data gathering and analysing procedure will be described in detail.
• An interview (pilot study) will be carried out with a disabled student who is not going to
be part of the final sample. This pilot of the study will inform the researcher if the
questions are fit for purpose and how long each interview is likely to take (De Vos,
2005).

4.9 Bias

The research study is qualitative therefore some bias is inevitable. According to Shenton (2004),
bias means that the researcher of the study may influence the results in order to portray a certain
outcome. Richard and Morse (2007) state that the interviewer has to have an in-depth
understanding of the research and a good grasp of the study's objectives and his or her prejudices
to help guard against bias. In this study to minimize bias the researcher will be as objective as
possible and use “bracketing” which according to Tufford (2010) is a technique which involves
the identification and temporary setting aside the researcher's own assumption(s). The researcher
will also utilise de-briefing sessions with her supervisor to help recognise any biases or
prejudices that she might have.

4.10 Ethical considerations

Ethical considerations are critical and they guide the researcher in terms of not causing harm to
the participant. There are various types of ethical consideration in the social research. This study
extends all standards of ethical consideration to the participants.

• Informed consent

The participants will be informed about the nature of the research. They will be informed about
the purpose of the study and how the gathered data will be utilized. Participants will be able to

36
make well informed decisions, on whether to participate or not. This will help them make an
informed decision about participating in the study.

• Confidentiality and anonymity

Before they agree to partake in the study, the participants will be assured that the data will be
collected in full confidentiality and anonymity. They are also free to end their participation at
any time and no physical or psychological harm is anticipated towards the participants. They
will be de-briefed after interview sessions and if they feel the need to talk about their experiences
and challenges further they will be referred to the student counselling unit on the campus. The
participants will sign an informed consent form it will however, be made clear that this does not
mean they have to continue to participate in the research if they don’t want to (See Appendix D).

• Deception

The researcher will not deceive the participants. The true nature of the study will be explained
honestly and any risks explained. The participant will be informed that there are no material
benefits for participating in the study. The participant will be informed that the dissertation is for
academic purposes and that it will be published in the university library (however, their names
will not be kept confidential and not be found in the study).

• Voluntary participation

Participation in this study is purely voluntary participants’ will be made aware that they can
withdraw at any time without having to give a reason for their withdrawal.

4.11 Significance of proposed research

This study is important in that it will give an insight to the challenges experienced by students
with physical disabilities at the University of Limpopo (Turfloop campus). The findings of the
current study will provide information to help physically disabled students at the University of
Limpopo (Turfloop campus). Furthermore the recommendations that arise as a result of the
study will inform policy decisions pertaining to physically disabled students at all campuses of
the University of Limpopo.

37
4.12 Summary

The chapter summarised the research design and qualitative approach to the summary which
included stating the sampling method and data collection procedure. Thematic Content Analysis
was presented as process by which the data for the study is interpreted. Ethical issues were
addressed as was the significance of the study. The following chapter presents an analysis and
discussion of the research results.

38
 CHAPTER 5: ANALYSIS OF DATA AND DISCUSSION OF RESULTS

5.1 Introduction

This chapter presents an analysis of the data and a discussion of the results. This chapter is
aimed at presenting the data as themes become apparent or are revealed to the researcher. The
breakdown of data in this study will be aimed at interpreting meanings from the original
transcripts. The interpretation will be conveyed through a thorough understanding of an analysis
of the challenges reported by the participants with physical disabilities. Thematic analysis, as a
framework, is a method which works to reflect reality and to disentangle the meanings of an
individual’s surface reality it is thus used in this research to wrap and interpret the data emerging
out of the study. A transcript of the original interviews can be found in appendix E.

5.2 Presentation of research findings

Demographic information will be presented first in a tabular format followed by a summary of

the emerging themes with a brief discussion. The themes will then be presented in tabular format
for clarity and in order to summarise them. Appropriate themes are also discussed in terms of the
study research questions namely:

• How significant is perceived peer group stigmatization/discrimination in terms of the

challenges experienced by Students With Disabilities to their social integration at the
University of Limpopo (Turfloop campus)

• How significant is perceived lecturing staff stigmatization/discrimination in terms of

challenges experience by Students With Disabilities academic progress at the
University of Limpopo (Turfloop Campus).

• How significant are physical barriers at the University of Limpopo (Turfloop campus
in terms of challenges experienced by Students With Disabilities relating to their
ability to get to lectures/social gatherings.

39
5.2.1 Demographic information

Table 7: Demographic information of students with physical disability participating in the study

Gender Number Age Form of Year of study

disability

Males Two 20 & 22 Physically 1st and 2nd Year

challenged

Females five 25, 26, 29,29 & 30 Physically 1st, 2nd and 4th
challenged (one Year
participant in a
wheel chair)

The students were mostly undergraduate students with one fourth year (not a post-graduate but a
student who has had to repeat some modules). The age of the students was somewhat higher
than the norm for their year levels of study. A preliminary discussion aimed at building rapport
with participants, before the interview using the semi-structured questionnaire took place,
revealed that this was because they had found it hard to study at school because of lack of
physical facilities (limited classroom access, for instance) and thus took longer to get their
matriculation certificates. At school level they noted that there were no facilities in both primary
and secondary schools in terms of access to schools and classrooms. They also noted that they
were not given extra space in classrooms and had to share desks which was problematic.

5.2.2 Presentation of themes arising out of the data

To preserve anonymity the responses of the participants will be labelled as participants’ 1 up

until 7. The participants were given the numbers in no particular order and although they are
anonymous their age and programme they are registered in is reported. Themes that emerge out
of the data are then reported. The responses are colour coded in terms of which theme they are
categorised in. Themes that emerged arose out of a reading and re-reading of the transcripts. The
transcripts were verified, in a second shorter meeting, with each participant to ensure that the
researcher recorded the participants’ answers, thoughts and/or experiences correctly. The data
gleaned from responses to the questions asked by the researcher were analysed using Thematic
Content Analysis. The researcher read and re-read the data which is how she familiarised and

40
engaged with the process. Themes were induced and primary themes were found, which were
coded to ensure that the theme was appropriate. The themes were induced and emerged out of
the data after which the researcher reflected on the process and presented a relevant discussion.

Theme 1: Infrastructure

The experience of students with physical disability in higher institutions includes the physical
environment they find themselves in (Healey et al., 2011). Information regarding physical access
for SWD’s at tertiary institutions in South Africa is not available but it is unlikely that all tertiary
facilities are completely user-friendly for SWD’s (Singh, 2003). The university should provide
access to classrooms, toilets and any other facilities that are required to ensure there is an
enabling environment at the institution. In the present study the disabled students faced
difficulties with access to buildings because of the stony floor (cobble stones), lack of lifts in
some buildings, no cover between lecture halls meaning disabled students are unable to walk to
classes on crutches holding an umbrella thus either get wet (and possibly sick) or don’t go to
class when it is raining and no access for students in wheelchairs to some lecture halls. Disabled
students often become very tired trying to find their way around campus as, particularly if they
are using crutches, they expend more energy than able-bodied students. This can lead to
problems focusing during lecture periods. The research question which asked how significant are
physical barriers at the University of Limpopo (Turfloop campus in terms of challenges
experienced by Students With Disabilities relating to their ability to get to lectures/social
gatherings is regarded by this study as very noteworthy. The theme emerged from responses
such as the following.

“Some lecture halls are not accessible, like K21. You find that if the lift is not working
you cannot access that lecture room.”
“No, they are too far [the lecture halls] and it is tiring for me to get there. The stones on
the campus [cobbled driveways and recreational areas] make it very hard.”

“The ramps are just too many. You will get tired of climbing them. By the time you get to
class you will be tired as you take a long time to use the ramps to get to classes.”

41
 “If it is raining for example, I can’t carry an umbrella at the same time as I use my
crutches. It then becomes a challenge for me to go to class.”

These problems are not just internal (to the institution) but external or environmental as,
according to Venter, Rickert and Maunder (2012) developing countries do not have adequate
infrastructure allowing the disabled to access for instance, educational facilities unlike countries
in the developed world. Ogunlana (2012) also reports that governments of developing countries
do not consider minorities like the disabled properly, when planning programmes for
disadvantaged persons.

Theme 2: No support

Onasanya (2002) reports that literature indicates that many of the academic and social challenges
faced by SWD’s have been ignored for a long time, because of broad societal discrimination and
inequalities in the workplace and education system that such students have to face. The daily
challenges that SWD’s deal with can be overwhelming. Disabled students often isolate
themselves as they do not want to face rebuffs. Disabled students also seem to be invisible in that
they are not properly seen and understood by their peers and lecturing staff. These students may
not always recognise that they need emotional support as they become used to doing things by
themselves. This study reflects this view and also indicates that students do not seem aware of
where to find emotional support. The research question which asks if SWD’s find that peer
group and lecturer discrimination and stigmatisation are significant in terms of social integration
are upheld by the present theme and the following theme (no 4). This theme emerged from
responses such as the following.

“I would say no they don’t seem to see us at all.”[Lecturers)

“I don’t know if I need that support…sometimes I am lonely. I don’t know where to

access that kind of support, no.”

“I have never received any emotional support from this university.”

42
 “I prefer being alone as at times I get tired of having to beg them for assistance. I always
have to do things the way they want so that can get assistance from them.”

The first draft report on persons with disabilities for the United Nations was released in South
Africa for public comment in 2012 (Department of Women, Children and People with
Disabilities, 2012). The far reaching support needed for all persons, including SWD’s, is thus
beginning to be understood by the government of the country. It is hoped that updated legislation
is tabled out of the report at the end of the public commentary process.

Theme 3: Discrimination

Seale, Draffan and Wald (2008) report that Students With Physical Disabilities (SWD’s) face
challenges and discrimination from their peers. They note that many SWD’s experience
frustration with their tertiary education experiences which arises from negative peer attitudes.
Lecturers may also discriminate against disabled students as they may see them as too much
trouble. Jjuuko (2013) notes that higher institutions like the University of Venda, a
predominately Black institution in a rural area, in South Africa, has made inroads into registering
disabled students which promotes non-discrimination. According to Fichten, Bourden, Amstel &
Fox, 1989) tertiary students without disabilities are more uncomfortable interacting with peers
with disabilities than with peers without disabilities, and students with disabilities are more
comfortable interacting with peers with similar disabilities than those with different disabilities.
It appears that in terms of SWD’s social integration peer group and lecturer discrimination and
stigmatisation are noteworthy in terms of perceived challenges which is reflected by the
following statements this is underpinned by the results found under theme 2, No support.

“Yes, I have seen that some of them look at me with a weird eye while others take
advantage of me. So I decided to be by myself. That is why we relate only in class, if there
is a need.”

“They isolate themselves from me. Most of them don’t even talk to me in class and even
around campus…….I feel very bad. Like I have some kind of infection or something.”

43
 “They discriminate. Like when we form groups, they don’t want to be in the same group
as us in the classroom. We have to be in the group at the bottom of the lecture hall
because when they are forming the groups those of us with crutches or wheelchair can’t
go up the steps when the groups are formed. Sometimes the lecturer has to put us into a
group as there is no one who wants us.”

“I don’t think so. Some don’t even know that you are disabled and expect you to do the
work in the same time as all the other students, even though you can’t always get to the
library or the computer labs. I think they, you know….prefer able-bodied
students.”[Lecturers]

Theme 4: Friends

According to Gorter (2009) various studies in integrated school contexts indicate that the
disabled child is usually socially isolated and is at risk of developing psychological or emotional
problems because of peer rejection or neglect. Fichten, Bourden, Amstel and Fox (1989) note
that university students with disabilities tend to be good friends with people with the same or
similar disabilities and these are the persons who are likely to help them. In this study SWD’s
were friends with others with disabilities rather than with the able-bodied, apart from one student
who had a disability that could not be seen. This student kept the disability to herself essentially,
to prevent isolation and discrimination from able-bodied students.

“No, I would rely on my friends to give me information…..No, they are friends who have
disabilities, some of us are worse than others.”

“I only found this out after my first year when a friend told me that they gave assistance..
[a disabled friend].”
“….then others [my friends] from the DSU helped me by bringing me the books and
notes.”
“Which mostly then I depend on my friends, who have not the same disability [lesser] or
the assistants in the library.”

44
Theme 5: Education

Singh (2003) reports that SWD’s are treated differently by lecturers or teachers and thus receive
a different level of education which may be positive or negative but is perceived by the SWD as
different thus as not acceptable. Persons without disabilities need educating about people with
disabilities (UNICEF, 2011). SWD’s face many challenges and, as reported in this study, are
often discriminated against by their peers and lecturing staff. A common theme when
participants were asked what they thought could be done to improve their situation was that both
students and staff should have workshops (education) about people living with disabilities. The
following responses highlight this theme. A disability policy is presently being compiled at the
University of Limpopo (Turfloop campus) which it is hoped will be far reaching and utilise a
guide, such as that used by Western Michigan University (nd) in America, which will help
eliminate differences in treatment between able and disabled students.

“The university at large, including the management should better understand the
challenges that we encounter they must educate them.”

“They should write everything down in a book – some say there is a book with which tells
us where we get help, I haven’t seen it. This should be given to all students and the
lecturers…so they know us.”

“They must also tell others about us so that they can understand us.”

“I also think that disability workshops [to inform students and staff about students with
disabilities] must be conducted at a regular basis, so that people would be aware of the
challenges we encounter.”

Theme 6: Amenities

According to Healey et al. (2011), traditional attitudes and stereotyping of the abilities of
students who have disabilities leads to the idea being reinforced that they do not have still lead to
exclusion and reinforcement of the idea that these leaners are not suitable for higher education.
The lack of provision of adequate amenities plus the channeling of students to register for
degrees which are considered suitable for those with disabilities is still prevalent. The same

45
authors note that there must be provision of appropriate facilities for the disabled. The following
responses are those which support the abovementioned theme.

“I wanted to do pharmacy, but due to the building I could not do it. The building does not
have lifts and I had to choose another field as a result……which was not fair….It was a
problem back then, but now I have accepted it as I didn’t have a choice. I am talking in
terms of the up-coming group when I say something should be done about this.”

“They should at all the time consider us and our disabilities and how they can hinder our
progress academically. Like when it rains, how can I access the lecture hall? It is either
go to class and get wet and then get sick or do not go and sometimes when I miss class I
can’t get the notes.”

“I think the university should consider those with severe disabilities, particularly those
on wheelchairs and crutches. They should give them what they need to work with laptops
and provide proper facilities.”

“If the university can supply us with assistive devices like other universities. Like a
personal computer to ease our life….Also to have transport to take us from our rooms to
classes. I think if the management would come up with something like that, it would be
very helpful.”

5.2.2.3 Tabular format of emerging themes

The themes are presented, as a summary, in a tabular format to help clarify the aforementioned
interpretation. See appendix E for a verbatim transcript of colour coded responses.

46
Table 8: Emerging themes

Theme

1. Infrastructure The theme infrastructure arose from the responses which described
the infrastructure of the university not being user friendly to them.
The majority of respondents reported their difficulties in accessing
buildings within the campus.

2. No Support The theme no support support emanated from the responses which
described no emotional support was received either from the
university [specific interventions] or staff.

3. Discrimination The theme of discrimination arose out of most participants feeling

that their peers discriminated against them as well as lecturing staff.

4. Friends The theme friends notes that most disabled students are friends with
other disabled students who may have a lesser disability and, who
for instance, are able to help them get notes and/or get to class.

5. Education The theme education arose from the following responses about
experiences on campus. Some respondents believe that there need to
be more campaigns of people with disability which would inform
the public of their needs.

6. Amenities Participants noted that if they had proper amenities such as

motorised wheelchairs and laptops. [Separated from physical
infrastructure].

5.3 Research conclusions

The study underpinned results found in previous research on Students With Disabilities. Themes
noted in previous research were found in the data of the present study which indicates that
disabled students generally find that there is inadequate physical infrastructure which
compromises their physical access within the institution. The participants also had to deal with
discrimination from peers and staff. Furthermore, participants reported that being provided with
proper amenities such as laptops and wheelchairs would help them find the environment less
challenging. Educating able-bodied staff and students was also seen as necessary in order to
combat discrimination.

47
Most of the students indicated that they felt that they have been discriminated against by their
peers and by lecturing staff. They indicated that they are mostly assisted by their disabled peers
and, as a result, they depend on them for assistance. Furthermore, participants reported that they
felt the institution is not assisting them in terms of infrastructure and providing appropriate
amenities. Emotional support is lacking although the majority of the disabled students report
that it is not necessary. It is however, highly likely that they do need emotional support but do
not want to admit it for fear of further discrimination. The poor infrastructure at the university
provides many challenges and barriers to the disabled being able to move freely which, at times,
leads them to staying in their rooms thus increasing their isolation.

48
 CHAPTER 6: METHODOLOGICAL STRENGTHS, LIMITATIONS AND
RECOMMENDATIONS ARISING OUT OF THE RESEARCH

6.1. Introduction

The chapter will focus on the strength and the limitations of the research furthermore; it will
make recommendations for future research in the field at the University of Limpopo (Turfloop
campus).

6.2 Methodological strengths

The major strength of the research was that it conducted interviews and asked disabled directly
about their challenges on campus.

The research also used an appropriate mode of analysis and framework for the study namely
Thematic Content Analysis (TCA).

6.3 Methodological limitations

The major limitation of the study was the difficulty in getting students to participate in the
research as they were scared that what they said would be repeated to their departments, able-
bodied students and or administrators. They feared they would be victimised further. A focus
group was at first thought an appropriate tool as well as individual interviews. However,
preliminary research made it clear that due to the aforementioned fear disabled students preferred
individual interviews and did not want to participate in a focus group.

6.4 Recommendations arising out of the research process

The following recommendations are made:

• That the University of Limpopo (Turfloop campus) completes their strategic plan for
disabled students in close consultation with the differently abled groups on campus.
• Further research including deaf, blind, partially sighted and other disabilities such as
albinism is recommended so that specific problems in each group are noted and
addressed should be undertaken.

49
• Workshops sensitising able-bodied students and staff to disabilities should be offered.
• Students with the physical disabilities should be given a platform to express their
challenges in full to the management and the lectures.
• Infrastructure problems should be addressed so that future generations of students do not
suffer the physical challenges generated at present.

50
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Rhinehart-Neas, L. (2011. Removing Labels: Politically Correct Disability Terms. Retrieved

from: http://www.brighthub.com/education/special/articles/72076.aspx

Richard, L., & Morse, J.M. (2007). User’s guide to qualitative methods. USA: Sage.

Russo, H. (2003). Education for All: A Gender and Disability Perspective. Washington: The
World. Retrieved from:
http://www.siteresources.worldbank.org/.../AdolescentsandDisability

Seale, J., Draffan, E.A., & Wald, M. (2008). Lexdis report. Retrieved from:

http://www.lexdis.ecs.sonton.ac.uk/project/media/LEXDIS

Seirlis, A., & Bergmann, R. (2007). Employing and managing people with disabilities.
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Shenton, A.K. (2004). Strategies for ensuring trustworthiness in qualitative research projects.
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Shevlin, M., & Kenny M. (2002). Curriculum Access for pupils with Disabilities: An Irish
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Singh, D. K. (2003). Students with disabilities and higher education. College Student Journal,

37(3), 367-375.

Statistics South Africa (2003). Statistics South Africa, Census 2001. Pretoria: Stats SA.

Statistics South Africa (2013). Statistics South Africa, Census 2011. Pretoria: Stats SA.

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Suris, J., & Blum, R. (1993) Disability Rates among Adolescents: An International Comparison.

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Terre Blanche, M., Durrheim, K., & Painter, D. (2009). Research in practice, applied methods

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54
Appendix A: Types of physical disability adapted from Seirlis and Bergmann (2007).

Types of physical disability

• Mobility impairment is a category of disability that includes people with varying types of
physical disabilities. This type of disability includes upper limb disability, manual
dexterity and disability in co-ordination with different organs of the body. Disability in
mobility can either be a congenital or acquired with age problem. This problem could
also be the consequence of some disease. People who have a broken skeletal structure
also fall into this category of disability.
• Visual impairment is another type of physical impairment. There are hundreds of
thousands of people that greatly suffer from minor to various serious vision injuries or
impairments. These types of injuries can also result into some severe problems or
diseases like blindness and ocular trauma, to name a few. Some of the common types of
vision impairments include scratched cornea, scratches on the sclera, diabetes-related eye
conditions, dry eyes and corneal graft.
• Hearing impairment is the category of physical impairment that includes people that are
completely or partially deaf. People who are only partly deaf can sometimes make use of
hearing-aids to improve their hearing ability.

55
Appendix B: Statistics for 2012 for disabled students registered at the University of
Limpopo (Turfloop campus).

Disability No. of students Female Male

Blind 13 03 10
Albinism 16 04 12
Partially sighted 17 09 08
Mobility impaired 06 09 03
Multiple-disability 02 0 02
Dwarfism 01 01 0
Medical condition 01 01 0
Physical disability 13 08 05
Total 69 29 40

56
Appendix C: semi-structured interview guide

Part A: General demographic questions.

1. Age

2. Gender

3. Ethnicity

4. What religion do you follow?

5. What academic programme have you enrolled in and what is your level of study?

Section B: experiences on campus

The students will be asked the following questions – probing may be necessary to clarify what
the student means.

1. Have you always been disabled?

2. Did being disabled affect your education at school level? If so how?
3. Do you have a lot of non-disabled friends?
4. Do your non-disabled friends invite you to parties/socials or just to have lunch with
them?
5. How do non-disabled students treat you generally?
6. Do you find it easy to get around on campus? If not why not?
7. Are lecture halls easily accessible?
8. Do lecturing staff treat you the same way as they treat non-disabled students?
9. Can you access the library easily?
10. What support do you receive on campus?
11. Do you ever need emotional support? If yes, is there anywhere you can access emotional
support?
12. Have you any suggestions that you think would make your university experience better?

57
Appendix D: Informed consent form

Date: 03/10/13
FORM B – PART I

PROJECT TITLE: The challenges experienced by Students with Physical Disability

(SWPD’s) at the University of Limpopo (Turfloop Campus).

PROJECT LEADER: Ms M R Maotoana

DECLARATION

I, the signatory, hereby apply for approval to conduct research described in the attached research
proposal and declare that:

1. I am fully aware of the guidelines and regulations for ethical research and that I will
abide by these guidelines and regulations as set out in documents (available from the
Secretary of the Ethics Committee); and

2. I undertake to provide every person who participates in this research project with the
relevant information in Part III. Every participant will be requested to sign Part IV.

Name of Researcher: Maotoana Mpho Rosa

Signature:…………………………………

Date: 03.10.13
----------------------------------------------------------------------------------------------------------------
For Official use by the Ethics Committee:

Approved/Not approved
Remarks:………………………………………………………………………………………...…
………………………………………………………………………………………………..
…………………………………………………………………………………………………..…
………………………………………………………………………………………………..

Signature of Chairperson:………………………………………..

Date:………………………

58
 FORM B - PART II

PROJECT TITLE: The challenges experienced by Students with Physical Disability

(SWPD’s) at the University of Limpopo (Turfloop Campus).

PROJECT LEADER: Ms M R Maotoana

Protocol for conducting research using human participants

1. Department: Psychology.

2. Title of project: The challenges experienced by Students with Physical Disability

(SWPD’s) at the University of Limpopo (Turfloop Campus).

3. Full name, surname and qualifications of project leader: Ms Mpho Rosa Maotoana

4. List the name(s) of all persons (Researchers and Technical Staff) involved with the
project and identify their role(s) in the conduct of the experiment:

Name: Qualifications: Responsible for:

Mpho Maotoana Honours Degree in Psychology/ M1 Clin Psych research

5. Name and address of principal researcher: Maotoana Mpho: house No.Lethuli

Park(Phase 1) Seshego 0724.

6. Procedures to be followed: semi-structured interviews

7. Nature of discomfort: some students may feel uncomfortable talking of their disability.
They may reluctant or even not participate in the study at all.

8. Description of the advantages that may be expected from the results of the study: the
study will help us to understand the experiences that students with physical disability
encounter at Campus. This would also help the university to understand the experiences
that are encountered at the campus by the students with physical disability.

Signature of Project Leader:……………………………………………………………………

Date:……………………

59
 PART II - INFORMATION FOR PARTICIPANTS

PROJECT TITLE: The challenges experienced by Students with Physical Disability

(SWPD’s) at the University of Limpopo (Turfloop Campus).

PROJECT LEADER: Ms. Maotoana Mpho

1. You are invited to participate in the following research project The challenges
experienced by Students with Physical Disability (SWPD’s) at the University of Limpopo
(Turfloop Campus).

2. Participation in the project is completely voluntary and you are free to withdraw from the
project (without providing any reasons) at any time.

3. It is possible that you might not personally experience any advantages during the project,
although the knowledge that may be accumulated through the project might prove
advantageous to others.

4. You are encouraged to ask any questions that you might have in connection with this
project at any stage. The project leader and her/his staff will gladly answer your question.
They will also discuss the project in detail with you.

5. Some students may feel uncomfortable talking of their disability. They may be reluctant
or even not even want to participate in the study at all. If participants feel discomfort and
need counselling they will be referred to appropriate professionals on the UL (Turfloop
campus).

6. Should you at any stage feel unhappy, uncomfortable or is concerned about the research,
please contact Ms Noko Shai-Ragoboya at the University of Limpopo, Private Bag
X1106, Sovenga, 0727,Tel: 015 268 2401.

60
 PART IV - CONSENT FORM

PROJECT TITLE: The challenges experienced by Students with Physical Disability

(SWPD’s) at the University of Limpopo (Turfloop Campus).

PROJECT LEADER: Ms Maotoana Mpho

I, hereby voluntarily
consent to participate in the following project:
The challenges experienced by Students with Physical Disability (SWPD’s) at the
University of Limpopo (Turfloop Campus).

I realise that:

1. The study deals with: The challenges experienced by Students with Physical
Disability (SWPD’s)
2. The procedure or treatment envisaged may hold some risk for me that cannot be foreseen
at this stage.

3. The Ethics Committee has approved that individuals may be approached to participate in
the study.

4. The research project, ie. the extent, aims and methods of the research, has been explained
to me.

5. The project sets out the risks that can be reasonably expected as well as possible
discomfort for persons participating in the research, an explanation of the anticipated
advantages for myself or others that are reasonably expected from the research and
alternative procedures that may be to my advantage.

6. I will be informed of any new information that may become available during the research
that may influence my willingness to continue my participation.

7. Access to the records that pertain to my participation in the study will be restricted to
persons directly involved in the research.

8. Any questions that I may have regarding the research, or related matters, will be
answered by the researcher/s.

9. If I have any questions about, or problems regarding the study, or experience any
undesirable effects, I may contact a member of the research team or Ms Noko Shai-
Ragoboya.

61
10. Participation in this research is voluntary and I can withdraw my participation at any
stage.

11. If any medical problem is identified at any stage during the research, or when I am vetted
for participation, such condition will be discussed with me in confidence by a qualified
person and/or I will be referred to my doctor.

12. I indemnify the University of Limpopo and all persons involved with the above project
from any liability that may arise from my participation in the above project or that may
be related to it, for whatever reasons, including negligence on the part of the mentioned
persons.

SIGNATURE OF RESEARCHED PERSON SIGNATURE OF WITNESS

SIGNATURE OF PERSON THAT INFORMED SIGNATURE OF PARENT/GUARDIAN

THE RESEARCHED PERSON

Signed at_______________________ this ____ day of ________________ 20__

62
Appendix E – Transcript and coding of participants responses

• Verbatim responses of participants

The following responses from the participants are included verbatim (with grammatical errors).
In the transcript responses that are linked to the themes that arose out of immersion with the data
are given specific colours to match explicit themes. The themes are then expanded upon and
presented in tabular format for ease of interpretation.

• Participant 1

Age: 29

Gender: Female

Ethnicity: Venda

Religion: Christian

Law – LLB 2nd year

Question 1: Have you always been disabled?

Answer: Yes, I have since birth

Question 2: Did being disabled affect your education at school level? If so, how?

Answer: Yes, it is very hard, as I could not get around easily, but thanks to God, for all those
people who have been helping me throughout my studies at school and here.

(Probing – which people are you referring to?)

Answer: My friends because it is not easy for me to access the library and come to the
lecturing halls. It becomes easy as my friends assist me with materials [they bring them to
me].

Question 3: Do you have a lot of non-disabled friends?

Answer: Yes

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(Probing - have you always had the able-bodied friends on campus?)

Answer: Not always. During my first year it wasn’t not easy, particularly during the 1st
semester people stared a lot, they were not used to me.

Question 4: Do your non-disabled friends invite you to parties/ social or just to have lunch with
them?

Answer: Yes, they do invite me to social gatherings.

(Probing - and how do other students treat you at the gatherings?)

Answer: Well, if there were people who did not know me, they would avoid me and even
stare. But then those who invited me did not have a problem.

(Probing - those who avoided you, where they able-bodied?)

Answer: Yes, most of them.

Question 5: How do non-disabled students treat you generally?

Answer: We relate okay if we have to.

(Probing – so non-disabled students do not discriminate against you?)

Answer: Some do, I think is because they are not familiar with people of our condition.

(Probing - how do they discriminate against you?)

Answer: Some would just pass you and not even greet you, whilst other would just stare
and you, some might even whisper about you.

Question 6: Do you find it easy to get around campus? If not, why?

Answer: Not all the venues. The library for example, I always need to ask my class mates
or friends to get me a book. The lifts are not working and I cannot assess the 3rd floor for a
book I want. At times we ask the library assistants to help us, but sometimes they may not
be there.

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Question 7: Are the lecture halls easily accessible?

Answer: It depends on the weather conditions and if there is a lift in a building. If it is

raining for example, I can’t carry an umbrella at the same time as I use my crutches. It
then becomes a challenge for me to go to class. I can’t get to all venues because there are no
lifts in some places.

(Probing - so you would not go to class?)

Answer: No, I would rely on my friends to give me information.

(Probing – are these friends able-bodied?)

Answer: No, they are friends who have disabilities, some of us are worse than others.

Question 8: Do the lecturing staff treat you the same way as they treat non-disabled students?

Answer: I would say no. Some of them are not even aware of our disability. They are not
even aware of our day to day challenges that we live with and still they expect us to deliver
the work at the same time as other students.

Question 9: Can you access the library easily?

Answer: No.

(Probing - so in that instance, how do you get to the library?)

Answer: well, we have our own library at DSU, but at times what is needed is not there, so
we need to go to the library. Which mostly then I depend on my friends, who have not the
same disability [lesser] or the assistants in the library.

Question 10: Do you ever need emotional support? If yes, is there anywhere you can access
emotional support?

Answer: Of course I do need that support, but I am not aware of where I can get it.

Question 11: Have you any suggestions that you think would make your University experience
better?

65
Answer: If the university can supply us with assistive devices like other universities. Like a
personal computer to ease our life. Also to have transport to take us from our rooms to
classes. I think if the management would come up with something like that, it would be
very helpful. I also think that disability workshops [to inform students and staff about
students with disabilities] must be conducted at a regular basis, so that people would be
aware of the challenges we encounter.

• Participant 2

Age 25

Gender: female

Ethnicity: Tsonga

Religion: Christian

B.A. Degree – 1st year

Question 1: Have you always been disabled?

Answer: Yes

Question 2: Did being disabled affect your education at school level? If so, how?

Answer Yes. Is not easy moving around campus on a wheelchair. It’s like the university
was not built for us [disabled students]. Some of the lecture halls are too far to access, like
T block.

(Probing - why do you say the university did not consider you?)

Answer: The ramps are just too many. You will get tired of climbing them. By the time you
get to class you will be tired as you take a long time to use the ramps to get to classes.

Question 3: Do you have a lot of non-disabled friends?

Answer: No. most of the people I hang out with are like me.

(Probing - do you mean disabled?)

66
Answer: Yes, those who are also disabled.

Question 4 Do your non-disabled friends invite you to parties/ social or just to have lunch with
them?

Answer: No

(Probing – why do you think that is?)

Answer: Like I said earlier, I do not have able bodied friends.

Question 5: How do non-disabled students treat you generally?

Answer: Some are good, but most of them are bad.

(Probing – do able bodied students discriminate against you?)

Answer: Most of the non-disabled students, eish they want nothing to do with me. They
always complain that I always want something from them.

Question 6: Do you find it easy to get around campus? If not, why?

Answer: No. I always have to depend on people to help me. Especially academically, I mean
to get to the classes because of the long distance and sometimes there are no lifts or no lifts
that are working.

Question 7: Are the lecture halls easily accessible?

Answer No. they are not. There are stairs and too many ramps. You cannot get into M
block, for instance on crutches or wheelchairs.

Question 8: Do the lecturing staff treat you the same way as they treat non-disabled students?

Answer: I don’t think so. Some don’t even know that you are disabled and expect you to do
the work in the same time as all the other students, even though you can’t always get to the
library or the computer labs. I think they, you know….prefer able-bodied students.

Question 9: Can you access the library easily?

67
Answer: No. that is why I always depend on my classmates to get the books for me.

Question 10: Do you ever need emotional support? If yes, is there anywhere you can access
emotional support?

Answer: I don’t think the university is supportive in any way. All I hear is just rumours
saying that the university does support us, but I honestly do not know how.

(Probing - apart from the rumours, what are your own experiences with university
support?)

Answer: I think the university does not understand our situations. As a result they are not
giving us any support that we need. There is a unit but they do not seem to communicate
well with the rest of the university [Unit for Disabled Students].

(Probing - how does this make you feel?)

Answer: It really makes me feel unwanted. Like the university is trying to get read of me.
As if we are not welcomed at this institution.

Question 12: Have you any suggestions that you think would make your University experience
better?

Answer: The University must sit down together with disabled students to get to know
exactly what we are going through and what we need……not the people who run the
disabled unit but us those who are disabled. They must also tell others about us so that
they can understand us.

• Participant 3

Age 22

Gender: Male

68
Ethnicity: Sotho

Religion: Z.C.C

BA degree – 1st year

Question: Have you always been disabled?

Answer: No

(Probing - how long have you been disabled?)

Answer: It has over five years now.

(Probing - what happened that lead to your disability?)

Answer: I just got sick and ended up disabled. I couldn’t move my legs properly after the
sickness.

Question 2: Did being disabled affect your education at school level? If so, how?

Answer: Yes at school I couldn’t get around it was difficult, my friends helped me. Here the
ramps are difficult. They are not even comfortable. When it is raining I can’t even go to
class as I can’t hold an umbrella and it is too slippery.

Question 3: Do you have a lot of non-disabled friends?

Answer: A few.

Question 4: Do your non-disabled friends invite you to parties/ social or just to have lunch with
them?

Answer: No

(Probing – so do they just not invite you or do you prefer not to go with them?)

Answer: I was never invited and besides I don’t think I would be comfortable.

Question 5: How do non-disabled students treat you generally?

69
Answer: They discriminate. Like when we form groups, they don’t want to be in the same
group as us in the classroom. We have to be in the group at the bottom of the lecture hall
because when they are forming the groups those of us with crutches or wheelchair can’t go
up the steps when the groups are formed. Sometimes the lecturer has to put us into a
group as there is no one who wants us.

(Probing - so there is discrimination against you by non-disabled students?

Answer: Yes, a lot.

Question 6: Do you find it easy to get around campus? If not, why?

Answer: No.

(Probing – Why not?)

Answer: I hate being stared at and the buildings are far apart from each other making it
difficult to get around. It is tiring moving from one venue to the other.

(Probing – do you mean you do not get around campus much then?)

Answer: Yes, I stay in my room and the class representative brings me the
work…sometimes other students and friends who find it easier to get around bring me the
notes.

Question 7: Are the lecture halls easily accessible?

Answer: No. they are not. The university is just difficult to move around because of the
stones that make it hard [many of the university areas have cobble-stones which are uneven
and difficult to negotiate].

Question 8: Does the lecturing staff treat you the same way as they treat non-disabled students?

Answer: No. they don’t every try to understand our challenges. Just like the other staff
members. Like at admin block, their windows are high and they shout at us [the windows
through which students speak to administrators]. As a result we end up not getting any
help.

70
Question 9: Can you access the library easily?

Answer: No. the lifts are not working. I have to depend on other people for assistance.

Question 10: Do you ever need emotional support? If yes, is there anywhere you can access
emotional support?

Answer: I have never seen or got any support from the university.

(Probing - what about the disability unit? What kind of help do they give you?)

Answer: If they do give support I am yet to receive it. I honestly don’t know. They say they
will help but if you go to them there is never anyone available.

Questions 12: Have you any suggestions that you think would make your university experience
better?

Answer: They should give us equipment’s that we need. For example, wheelchairs those
are faster and more comfortable. Laptops that can make our lives easier to do school work.
These are things that we need to receive at the beginning of the year. They should write
everything down in a book – some say there is a book with which tells us where we get help,
I haven’t seen it. This should be given to all students and the lecturers…so they know us.

• Participant 4

Age 26

Gender: female

Ethnicity: Tsonga

Religion: Christianity

Teaching - (Method Level – 4th year)

Question 1: Have you always been disabled?

Answer: Yes, from birth

71
Question 2: Did being disabled affect your education at school level? If so, how?

Answer: Not really…the nature of my disability I am not that severe. My leg is weak it always
has been but some people do not even know that I am disabled. This gives me courage to study
more and work hard in my books.

(Probing - what is the nature of your disability?)

Answer: just disabled on my left leg. But it doesn’t prohibit me from anything.

Question 3: Do you have a lot of non-disabled friends?

Answer: Yes, I do.

(Probing – on campus?)

Answer: Yes, I have a lot of friends on campus who are not disabled.

Question 4: Do your non-disabled friends invite you to parties/ social or just to have lunch with
them?

Answer: Yes, a lot

Question 5: How do non-disabled students treat you generally?

Answer: They treat me like anybody else. They don’t isolate me….but I told you my disability
isn’t very noticeable sometimes the other disabled students [with more noticeable disabilities]
complain they get isolated…I don’t tell about my problem as I don’t want to get isolated…

(Probing – do you think they would isolate you if they knew about your disability?)

Answer: Probably…..I think so….I’m not sure.

(Probing - so there is no discrimination against you by non-disabled students?)

Answer: No, not at all, because they don’t know that I am different from them.

Question 6: Do you find it easy to get around campus? If not, why?

Answer. Yes, I do. My nature of disability is not that severe.

72
Question 7: Are the lecture halls easily accessible?

Answer: For me, yes they are.

(Probing - so you don’t experience any challenges at all?)

Answer: Not at all. Just at times, my leg would be painful if I walk for a longer period of
time then sometimes I wish for help.

Question 8: Does the lecturing staff treat you the same way as they treat non-disabled students?

Answer: Yes. For me, my disability does not hinder me from doing anything. Is just my leg and
it does not affect me in any way really.

Question 9: Can you access the library easily?

Answer: Yes, I can get anywhere on campus.

Question 10: Do you ever need emotional support? If yes, is there anywhere you can access
emotional support?

Answer: No, I am just as everyone else. My disability is not noticeable to others.

Question 12: Have you any suggestions that you think would make your University experience
better?

Answer: I think the university should consider those with severe disabilities, particularly
those on wheelchairs and crutches. They should give them what they need to work with
laptops and provide proper facilities… toilets in the blocks are not all for people with
disabilities.

Participant 5

Age 20

Gender: Male

73
Ethnicity: Sotho

Religion: Christian

BA degree - Second year

Question 1: Have you always been disabled?

Answer: Yes, since birth.

Question 2: Did being disabled affect your education at school level? If so, how?

Answer: Yes. It is very difficult for me to access the classrooms at school and often I sat in
one classroom and others brought me notes. On campus the lecture halls and library are
very difficult to get to, I therefore depend on my friends, and sometimes I need to beg them
for their assistance.

Question 3: Do you have a lot of non-disabled friends?

Answer: No, they move too fast and I can’t keep up.

(Probing - why is that?)

Answer: I prefer being alone as at times I get tired of having to beg them for assistance. I
always have to do things the way they want so that can get assistance from them.

Question 4: Do your non-disabled friends invite you to parties/ social or just to have lunch with
them?

Answer: No

Question 5: How do non-disabled students treat you generally?

Answer: They isolate themselves from me. Most of them don’t even talk to me in class and
even around campus.

(Probing - how does that make you feel?)

Answer: I feel very bad. Like I have some kind of infection or something.

74
(Probing - so there is discrimination against you by non-disabled students?)

Answer: A lot they isolate most of us with bad disabilities.

Question 6: Do you find it easy to get around campus? If not, why?

Answer: No. they are too far [the lecture halls] and it is tiring for me to get there. The
stones on the campus [cobbled driveways and recreational areas] make it very hard.

Question 7: Are the lecture halls easily accessible?

Answer: No. like I said, access around the university is very difficult for me.

Question 8: Do the lecturing staff treat you the same way as they treat non-disabled students?

Answer: No. they are just like the management. It is like they don’t even know that there
are disabled student who are registered on this campus.

Question 9: Can you access the library easily?

Answer: No. just like the rest of the university it is difficult to access with the stones and
steps. I have to ask other friends to get my work for me.

Question 10: Do you ever need emotional support? If yes, is there anywhere you can access
emotional support?

Answer: I have never received any emotional support from this university.

Question 12: Have you any suggestions that you think would make your University experience
better?

Answer: The university at large, including the management should better understand the
challenges that we encounter they must educate them. They should at all the time consider
us and our disabilities and how they can hinder our progress academically. Like when it
rains, how can I access the lecture hall? It is either go to class and get wet and then get sick
or do not go and sometimes when I miss class I can’t get the notes.

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 • Participant 6

Age: 30

Gender: Female

Ethnicity: Sotho

Religion: Christian

B A degree – 2nd year

Question 1: Have you always been disabled?

Answer: No, in 2008 after I was involved in a car accident, that’s when I got disabled.

Question 2: Did being disabled affect your education at school level? If so how?
Answer: It never affected me, instead I think it helped me because I didn’t have money to go to
go school as I had passed my matric [before being disabled] and stayed home, but with my
disability, I got the opportunity to further my studies as I got grants.
Question 3: Do you have a lot of non-disabled friends?
Answer: Not really. I enjoy being alone and by myself as most of the people [able-bodied],
judge me.
Question 4: Do your non-disabled friends invite you to parties/socials or just to have lunch with
them?
Answer: Like indicated, I prefer being by myself and don’t really have non-disabled
friends.
(Probing - is that because of your experiences with the able-bodied people after becoming
disabled?)
Answer: Yes, I have seen that some of the look at me with a weird eye while others take
advantage of me. So I decided to be by myself. That is why we relate only in class, if there is
a need.
Question 4.How do non-disabled students treat you generally?
Answer: I would say some of them treat me well, although most of them are just
ignorant[and don’t treat me well]. With most of them, I would not know how they treat me

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as they just ignore my disability. Generally they are okay ….probably because I do not
interact with them that much.
Question 5: Do you find it easy to get around on campus? If not why not?
Answer: I get around okay, I guess.
Question 6: Are lecture halls easily accessible?
Answer: Some lecture halls are not accessible, like K21. You find that if the lift is not
working you cannot access that lecture room.
Questions 7: Do lecturing staff treats you the same way as they treat non-disabled students?
Answer: Yes, I never experienced any negativity from them.
Question 8: Can you access the library easily?
Answer: We have our own library at the DSU and if I need any book at the library, the help desk
and assistance are there……. although at times they are not there and that is frustrating,
sometimes they don’t seem to want to help us.
(Probing - so then what do you do when there is no assistance at the DSU?)
Answer: Mostly I try to access the internet but that is difficult if there is no computer available.
Question 9: What support do you receive on campus?
Answer: Currently I am on an automatic wheel chair which I got from the campus. So yes, I do
think they are playing a role in supporting me.
Question 10: Do you ever need emotional support? If yes, is there anywhere you can access
emotional support?
Answer: I don’t know if I need that support…sometimes I am lonely. I don’t know where to
access that kind of support, no.
Question 11: Have you any suggestions that you think would make your university experience
better?
Answer: Make my experience here better? [laughs). No.

• Participant 7

Age 29

Gender: female

Ethnicity: Venda

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Religion: Christian and African

Bachelor of Medical Sciences – 4th year

Question 1: Have you always been disabled?

Answer: No, it started in 2006 when I was in high school I got sick and afterwards had weakness
in my body and could not walk properly.
Question 2: Did being disabled affect your education at school level? If so how?
Answer: Yes it has as it started while I was attending the mainstream and could not cope
with the environment and infrastructure, I moved to the special needs school because I
could not walk around properly. It is difficult to get around here to.
Question 3: Do you have a lot of non-disabled friends?
Answer: On campus…..yes, a lot.
(Probing - even when you first registered?)
Answer: No, during my first year it was tough. I struggled a lot as I didn’t have friends and
most of the able-bodied students discriminated me. It was not easy to adapt and people
would normally look at me and stare. Like in my class, I am the only one who is disabled
doing the degree. So I had no choice I had to ignore those looks…..it is better now as they
are used to me.
(Probing - how does that make you feel, being the only one in your class who is disabled?
Answer: It encourages me that I am disabled but can continue with my life… although is hard
that I am in a wheelchair as we are using instruments and I can’t reach them, but lecturers
and other students assist me.
Question 4: Do your non-disabled friends invite you to parties/socials or just to have lunch with
them?
Answer: Yes, we do hang out most of the time. They even come to my room and I also go to
them [their rooms].
Question 5: How do non-disabled students treat you generally?
Answer: They treat me okay. My classmates treat me well.
(Probing - so besides your classmates do you have able-bodied friends?)
Answer: No….. I socialise with my classmates not with other students who are not disabled.
(Probing - so you don’t interact with other able-bodied students on campus?)

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Answer: I do not have a problem with them. I just never really interacted with most people
on campus except those who I attend with…..they stare at me but don’t talk to me.
Question 6.Do you find it easy to get around on campus? If not why not?
Answer: When I was using the wheel chair it was extremely difficult, but after I got my
automatic one, it got better.
Question 7: Are lecture halls easily accessible?
Answer: At the moment it is easy for the course I am registered in. We are few so we use
our building at Q block on the second floor. The problem comes when the lift is not
working sometimes there is no electricity or it is broken. I do not know the situation for the
rest of the disabled students…..it is probably difficult…though because it was during my
first year, then others [my friends] from the DSU helped me by bringing me the books and
notes.
(Probing – how was it difficult in your first year?)
Answer: It was difficult as you had to write on your lap. There were no tables. I couldn’t
climb stairs and there were no lifts in some buildings….it is okay here in Q bock though.
Question 8: Do lecturing staff treat you the same way as they treat non-disabled students?
Answer: I don’t know about the others but with me I don’t normally isolate myself. For
example, I write my test with other students, except for examinations where I write at the DSU
as other halls are not user friendly for me. I can’t get to the multi-purpose centre where many
of the exams are written because it is far away.
(Probing – yes, but do the lecturing staff treat you the same way as able-bodied students?)
Answer: I would say no they don’t seem to see us at all.
Question 9: Can you access the library easily?
Answer: It is not easy, especially if the lifts aren’t working, but with the help of my friend
and the assistants at the library I usually manage….also the DSU does assist in that…I only
found this out after my first year when a friend told me that they gave assistance.. [a
disabled friend].
Question 10: What support do you receive on campus?
Answer: Like with me. The tables at the laboratory are high, so I contacted the DSU and told
them I am struggling. So they bought me a chair so that I can use the laboratory. I have adapted
to the conditions and I can use the microscope with ease now.

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Question 11: Do you ever need emotional support? If yes, is there anywhere you can access
emotional support?
Answer: No, I don’t need that….no, I don’t know where to get it though.
Question 12: Have you any suggestions that you think would make your university experience
better?
Answer: I wanted to do pharmacy, but due to the building I could not do it. The building
does not have lifts and I had to choose another field as a result.
(Probing - so you chose a field due to the infrastructure not being adequate at the
university?)
Answer: Yes, which was not fair.
(Probing – how did that make you feel?)
Answer: It was a problem back then, but now I have accepted it as I didn’t have a choice. I
am talking in terms of the up-coming group when I say something should be done about
this [ lack of adequate infrastructure for disabled persons to take the subjects/degrees they
want to take].

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