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This study explores the impact of disability support services on the academic success of students with disabilities in South African higher education institutions. Recognizing the increasing need for inclusive educational practices, this research examines how effectively disability support services (DSS) facilitate the academic journey of students with disabilities and whether these services contribute to their academic achievements. The study employs a qualitative research approach with an exploratory design, using a comprehensive desktop research methodology to synthesize existing literature and secondary data. Thematic analysis was employed to transcribe and analyze the data, allowing for the identification of key themes related to the accessibility, quality, and effectiveness of disability support services. Findings suggest that while disability support services in South African higher education institutions have made strides in providing accommodations and resources, significant barriers persist, including limited awareness, insufficient resources, and gaps in institutional policies. The study also highlights the role of DSS in promoting academic performance, retention, and social inclusion of students with disabilities. This research contributes to the ongoing discourse on the accessibility and effectiveness of support systems for students with disabilities in South Africa, offering insights that may inform policy development and institutional practices aimed at enhancing educational equity and inclusion.

This exploratory study investigates the physical and attitudinal barriers faced by students with disabilities in South African higher education institutions. Utilizing a qualitative research approach with an exploratory design, the study aimed to provide in-depth insights into the multifaceted challenges that impede access to education for students. A comprehensive desktop review was conducted, involving the collection and analysis of secondary data from various institutional reports, policy documents, and scholarly literature related to disability and higher education in South Africa. Data were systematically transcribed and analyzed using thematic analysis, which allowed for the identification of recurring patterns and themes related to both physical infrastructure and societal attitudes. Findings indicate that students face significant physical barriers, including inadequate campus facilities, inaccessible classroom layouts, and a lack of assistive technologies, which hinder their full participation in academic life. Furthermore, attitudinal barriers, characterized by stigma, negative perceptions, and insufficient awareness among staff and students, contribute to social exclusion and academic marginalization. The study highlights the gap between disability policies and their implementation, underscoring the need for improved institutional commitment to inclusive practices. Ultimately, this research calls for a comprehensive approach to enhance accessibility, encompassing both structural improvements and the fostering of a more inclusive and supportive campus culture.

This study examines the effect of reasonable accommodations on the wellbeing of students with impairments. It utilises the accounts of fifteen students with disabilities in a South African university. It utilises a blend of snowball and convenience sampling methods, collecting data via individual semi-structured interviews. The study uncovers a multifaceted relationship between the positives and drawbacks of disability support services. Although these services enhance students' overall wellbeing, they can unintentionally induce illbeing, so underscoring the contradictory impacts of reasonable accommodations. This dichotomy emphasises the necessity for a holistic approach to disability support and a reform of the higher education system to address diversity comprehensively. The results have ramifications for disability management in higher education institutions. A critical evaluation of the quality of disability services is necessary to discover and alleviate unanticipated adverse effects that may cause discomfort and disadvantages to students with impairments.  

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.

This study explores the impact of disability support services on the academic success of students with disabilities in South African higher education institutions. Recognizing the increasing need for inclusive educational practices, this research examines how effectively disability support services (DSS) facilitate the academic journey of students with disabilities and whether these services contribute to their academic achievements. The study employs a qualitative research approach with an exploratory design, using a comprehensive desktop research methodology to synthesize existing literature and secondary data. Thematic analysis was employed to transcribe and analyze the data, allowing for the identification of key themes related to the accessibility, quality, and effectiveness of disability support services. Findings suggest that while disability support services in South African higher education institutions have made strides in providing accommodations and resources, significant barriers persist, including limited awareness, insufficient resources, and gaps in institutional policies. The study also highlights the role of DSS in promoting academic performance, retention, and social inclusion of students with disabilities. This research contributes to the ongoing discourse on the accessibility and effectiveness of support systems for students with disabilities in South Africa, offering insights that may inform policy development and institutional practices aimed at enhancing educational equity and inclusion.

This exploratory study investigates the physical and attitudinal barriers faced by students with disabilities in South African higher education institutions. Utilizing a qualitative research approach with an exploratory design, the study aimed to provide in-depth insights into the multifaceted challenges that impede access to education for students. A comprehensive desktop review was conducted, involving the collection and analysis of secondary data from various institutional reports, policy documents, and scholarly literature related to disability and higher education in South Africa. Data were systematically transcribed and analyzed using thematic analysis, which allowed for the identification of recurring patterns and themes related to both physical infrastructure and societal attitudes. Findings indicate that students face significant physical barriers, including inadequate campus facilities, inaccessible classroom layouts, and a lack of assistive technologies, which hinder their full participation in academic life. Furthermore, attitudinal barriers, characterized by stigma, negative perceptions, and insufficient awareness among staff and students, contribute to social exclusion and academic marginalization. The study highlights the gap between disability policies and their implementation, underscoring the need for improved institutional commitment to inclusive practices. Ultimately, this research calls for a comprehensive approach to enhance accessibility, encompassing both structural improvements and the fostering of a more inclusive and supportive campus culture.

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.

This study examines the effect of reasonable accommodations on the wellbeing of students with impairments. It utilises the accounts of fifteen students with disabilities in a South African university. It utilises a blend of snowball and convenience sampling methods, collecting data via individual semi-structured interviews. The study uncovers a multifaceted relationship between the positives and drawbacks of disability support services. Although these services enhance students' overall wellbeing, they can unintentionally induce illbeing, so underscoring the contradictory impacts of reasonable accommodations. This dichotomy emphasises the necessity for a holistic approach to disability support and a reform of the higher education system to address diversity comprehensively. The results have ramifications for disability management in higher education institutions. A critical evaluation of the quality of disability services is necessary to discover and alleviate unanticipated adverse effects that may cause discomfort and disadvantages to students with impairments.  

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.