Perceptions of students with disabilities concerning access and support in the learning environment of a rural-based university

Abstract

Disability is an inevitable human phenomenon that limits equitable access as a result of activity limitation and participation restriction in society. For students with disabilities in tertiary educational institutions, lack of necessary access and support services can render them socially and academically excluded and overly dependent. The study assessed the perceptions of students with disabilities concerning access and support in the learning environment of the University of Venda. A self-administered questionnaires were used to collect data from 67 students with disabilities (mean age=26.6±4.7 years). Data were analysed using descriptive statistics. Twentyeight (43.8%) of the participants affirmed that the physical environment constituted a great barrier in their learning; and more than half (53.8%, n=35) of the participants maintained it was true that the physical environment made students with disabilities vulnerable to dangers. Most preferred user-friendly facility was the residence (Friedman’s mean rank=5.23) whilst the least ranked were campus sanitation/hygiene (Friedman’s mean rank=3.11) and disabled sports/recreational facilities (Friedman’s mean rank=2.93; p=0.000). Increased access and support services are needed to allow equal participation in social and academic life of students with disabilities.