Mosia Paseka A, Phasha Nareadi
Inclusive Education Department, University of South Africa, South Africa.
Educational Foundations Department, National University of Lesotho, Lesotho.
Afr J Disabil. 2017 Apr 28;6:257. doi: 10.4102/ajod.v6i0.257. eCollection 2017.
Creating access to curricula at institutions of higher education for students with disabilities requires a concerted effort from management and other key stakeholders to identify students' needs and create opportunities for success.
This paper presents the findings of a study which examined students with disabilities' access to curricula at a higher education institution in Lesotho.
Data for this qualitative study were collected using three methods: in-depth interviews, focus group discussions and document analysis. Eleven students with various types of impairments and 15 academic and non-academic staff members currently working in close proximity to students with disabilities participated in this study.
The findings reveal inconsistencies between the institution's admission policy of non-discrimination according to disability status and its practices. These inconsistencies are discussed under the following themes: (1) access at admission level, (2) management of disability data, (3) support by the special education unit, (4) teaching strategies, (5) support by lecturers, (6) availability of assistive technology, (7) special concessions and (8) students' coping mechanisms.
We recommend that a clear policy concerning the support of students with disabilities be developed with the following aims: guide decisions on how disability data should be used, define roles that different university departments must play in facilitating access to curricula for all students, influence suitable development of teaching and learning resources, stimulate research on success and completion rates of students with disabilities and mandate restructuring of programmes that are currently inaccessible to students with disabilities. Key stakeholders, including students with disabilities, disabled persons' organisations, disability rights activists, and staff should be involved in such policy design.
让高等教育机构中的残疾学生能够使用课程，需要管理层和其他关键利益相关者共同努力，以确定学生的需求并创造成功机会。
本文介绍了一项研究的结果，该研究考察了莱索托一所高等教育机构中残疾学生使用课程的情况。
本定性研究的数据通过三种方法收集：深度访谈、焦点小组讨论和文件分析。11名患有各种类型残疾的学生以及15名目前与残疾学生密切接触的学术和非学术工作人员参与了这项研究。
研究结果揭示了该机构根据残疾状况不歧视的录取政策与其实际做法之间的不一致。这些不一致在以下主题下进行了讨论：（1）录取阶段的入学机会，（2）残疾数据管理，（3）特殊教育单位的支持，（4）教学策略，（5）讲师的支持，（6）辅助技术的可用性，（7）特殊优惠，（8）学生的应对机制。
我们建议制定一项关于支持残疾学生的明确政策，目标如下：指导关于如何使用残疾数据的决策，界定不同大学部门在促进所有学生使用课程方面必须发挥的作用，影响教学和学习资源的适当开发，推动对残疾学生的成功率和毕业率进行研究，并要求对目前残疾学生无法使用的课程进行重组。包括残疾学生、残疾人组织、残疾权利活动家及工作人员在内的关键利益相关者应参与此类政策设计。
