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Intellectual disability is a developmental disorder that markedly affects cognitive and adaptive functioning. Learners with mild intellectual disability are capable of engaging in various occupations, including activities of daily living, leisure, social interactions, and employment. Employment is frequently regarded as a critical measure of successful outcomes following education. Nonetheless, individuals with mild intellectual disabilities often exit the educational system lacking the workforce readiness skills—such as communication, social skills, self-management, responsibility, problem-solving, decision-making, and job-specific competencies—essential for sustained employment in the open labour market. Low intelligence quotients restrict community engagement. The researcher noted that South Africa does not have adequate systems to facilitate the successful transition of these learners from school to the workplace. This research investigates the experiences of educators and occupational therapists to delineate concepts related to facilitating school-to-work transitions for learners with mild intellectual disabilities. A qualitative exploratory research design was utilised. Fifteen educators and eight occupational therapists from schools for learners with mild intellectual disabilities in the Gauteng province, Tshwane region, were selected through purposive sampling. Data were collected via five focus group discussions until saturation was achieved and analysed thematically. Five primary themes were identified: challenges associated with the Differentiated Curriculum and Assessment Policy Statement (DCAPS), accomplishments within the DCAPS framework, collaborative initiatives, resource deficiencies, and learnership placement. Educators and occupational therapists could support learners in specific domains; however, they encountered systemic challenges. This study generated significant data for policymakers, the Department of Education, occupational therapists, and vocational skills training educators in schools for Learners with Special Education Needs, aimed at facilitating a successful school-to-work transition for learners with mild intellectual disabilities.

The phenomenon of 'massification in higher education ', which refers to the significant increase in the number of students enrolling in universities, has made it difficult for inclusive education to be attainable owing to unknown reasons that are encumbering the students living with disability from having a sense of belonging. Hence, this study aims to evaluate the relationship between students living with disability and social justice through inclusivity in higher education with the aid of Assistive Technology (AT) to conceptualise a framework. The researchers employed a mixed methods approach to collect and analyse data statistically and descriptively. The requirements for integrating the model to ease the lack of consideration of students living with disability in the digital age were evaluated and critically reviewed regarding its impact on students’ sense of belonging in the digital age. The major findings from this study elucidate the factors perceived as the central requirements for mitigating the lack of inclusivity and social justice in higher education. The procurement of ATs was topical as most respondents (83%) categorically opined the need to improve this process by making timely purchases of the proper ATs from reliable service providers.  The successful implementation of this framework could significantly enhance the educational experience of students with disabilities at the University of Venda, making it a more inclusive and supportive learning environment. The findings on the appropriateness of ATs for students overwhelmingly indicated that many of the available devices and technologies meant to assist learners were not fit for the tasks they were intended for. The university should establish a procurement committee and a high-level action plan outlining the requirements for delivering assistive products & services.

Intellectual disability is a developmental disorder that markedly affects cognitive and adaptive functioning. Learners with mild intellectual disability are capable of engaging in various occupations, including activities of daily living, leisure, social interactions, and employment. Employment is frequently regarded as a critical measure of successful outcomes following education. Nonetheless, individuals with mild intellectual disabilities often exit the educational system lacking the workforce readiness skills—such as communication, social skills, self-management, responsibility, problem-solving, decision-making, and job-specific competencies—essential for sustained employment in the open labour market. Low intelligence quotients restrict community engagement. The researcher noted that South Africa does not have adequate systems to facilitate the successful transition of these learners from school to the workplace. This research investigates the experiences of educators and occupational therapists to delineate concepts related to facilitating school-to-work transitions for learners with mild intellectual disabilities. A qualitative exploratory research design was utilised. Fifteen educators and eight occupational therapists from schools for learners with mild intellectual disabilities in the Gauteng province, Tshwane region, were selected through purposive sampling. Data were collected via five focus group discussions until saturation was achieved and analysed thematically. Five primary themes were identified: challenges associated with the Differentiated Curriculum and Assessment Policy Statement (DCAPS), accomplishments within the DCAPS framework, collaborative initiatives, resource deficiencies, and learnership placement. Educators and occupational therapists could support learners in specific domains; however, they encountered systemic challenges. This study generated significant data for policymakers, the Department of Education, occupational therapists, and vocational skills training educators in schools for Learners with Special Education Needs, aimed at facilitating a successful school-to-work transition for learners with mild intellectual disabilities.

The phenomenon of 'massification in higher education ', which refers to the significant increase in the number of students enrolling in universities, has made it difficult for inclusive education to be attainable owing to unknown reasons that are encumbering the students living with disability from having a sense of belonging. Hence, this study aims to evaluate the relationship between students living with disability and social justice through inclusivity in higher education with the aid of Assistive Technology (AT) to conceptualise a framework. The researchers employed a mixed methods approach to collect and analyse data statistically and descriptively. The requirements for integrating the model to ease the lack of consideration of students living with disability in the digital age were evaluated and critically reviewed regarding its impact on students’ sense of belonging in the digital age. The major findings from this study elucidate the factors perceived as the central requirements for mitigating the lack of inclusivity and social justice in higher education. The procurement of ATs was topical as most respondents (83%) categorically opined the need to improve this process by making timely purchases of the proper ATs from reliable service providers.  The successful implementation of this framework could significantly enhance the educational experience of students with disabilities at the University of Venda, making it a more inclusive and supportive learning environment. The findings on the appropriateness of ATs for students overwhelmingly indicated that many of the available devices and technologies meant to assist learners were not fit for the tasks they were intended for. The university should establish a procurement committee and a high-level action plan outlining the requirements for delivering assistive products & services.