Views of students with disabilities on how institutional support shapes their experiences.

Abstract

Background: Students with disabilities in higher education continue to face significant challenges, including infrastructural barriers and stigma, which hinder their full participation. Although disability and student counselling units have been established, their effectiveness may be questionable.

Objectives: Our study explored the perceptions of students with disabilities (SWDs) at selected higher education institutions (HEIs) in Raymond Mhlaba, Eastern Cape, regarding the effectiveness of institutional support systems in shaping their academic experiences.

Method: A qualitative approach was employed, using semi-structured interviews to gather data from 15 SWDs at selected institutions. Data were thematically analysed.

Results: Findings revealed that institutional support systems played a crucial role in assisting students by providing counselling, wheelchair-accessible residences, food parcels and motorised wheelchairs. However, some participants noted that some services, such as assistive technology and academic accommodations, were not well advertised to students by Disability Offices. Consequently, only students who disclosed their disabilities accessed these services, while those who did not disclose remained unaware and unsupported.

Conclusion: Despite the crucial role of institutional support systems, there is a significant gap between students' awareness of and ability to access or use the services. Strengthening communication and encouraging students to disclose their disabilities through efforts by administrators, disability services and faculty staff could improve access to support.

Contribution: Our study contributes to the understanding of how HEIs can create inclusive environments that promote academic and social integration for SWDs.