Ohajunwa Chioma, Mckenzie Judith, Lorenzo Theresa
Disability Studies Programme, Department of Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa.
Afr J Disabil. 2015 Jul 17;4(1):157. doi: 10.4102/ajod.v4i1.157. eCollection 2015.
Disability inclusion in the curricula of higher education institutions contributes to socially responsive graduates with a capacity to address the cross-cutting issue of disability in development. This article discusses a study conducted at the University of Cape Town (UCT), South Africa, to explore disability inclusion.
An instrumental case study approach was adopted and a thematic analysis of data was done.
Academic staff found a variety of ways to include disability, such as discussions in class, practice and service learning, but mainly as part of disciplinary requirements. Including disability as an issue of social justice stems mostly from the personal interest of staff, and is done in an ad hoc manner.
Disability should be valued, and integrated into the curriculum in a structured manner as a perspective on diversity with which to interrogate our beliefs about ourselves and society. Theorising on disability is needed, as well as the unique perspectives that emerge across interdisciplinary boundaries, especially within the African context.
将残疾议题纳入高等教育机构课程有助于培养具有社会责任感的毕业生，使其有能力应对发展中涉及残疾的交叉性问题。本文讨论了在南非开普敦大学（UCT）开展的一项关于探索残疾议题纳入情况的研究。
采用了工具性案例研究方法，并对数据进行了主题分析。
学术人员找到了多种纳入残疾议题的方式，如课堂讨论、实践和服务学习，但主要是作为学科要求的一部分。将残疾作为社会正义问题纳入主要源于教职员工的个人兴趣，且是临时进行的。
应重视残疾议题，并以结构化方式将其纳入课程，作为一种多样性视角，用以审视我们对自身和社会的信念。需要对残疾进行理论化探讨，以及跨学科边界出现的独特视角，尤其是在非洲背景下。
