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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.

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 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.