Making the invisible, visible: disability in South African distance education

Abstract Distance education celebrates its humanitarian mission of providing opportunities for disadvantaged and marginalized individuals who do not have access to traditional campus-based higher education. Large enrolments of students necessitate an industrialized approach in planning, design, and delivery informed by a normative assumption of ableism. In the context of post-apartheid South Africa, distance education fulfills a particular important role in ensuring access to education for all. This scoping review addressed two questions: “What is currently known, in the context of distance education in South Africa, about the educational experiences of SWDs?” and “How should we understand and respond to these experiences?” The scoping study shows, inter alia, that while there is an institutional commitment to providing equitable learning experiences, the lived experiences of students with disabilities provide evidence of their invisibility in the design, planning, and delivery of learning. The study concludes with some recommendations and provocations.