ArticleAfrican journal of disability2015
Enabling disability inclusive practices within the University of Cape Town curriculum: A case study.
Article in African journal of disability, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- The subjective experiences of students with invisible disabilities at a historically disadvantaged university.African journal of disability · 2022Article
- Disability-inclusive compassionate care: Disability competencies for an Indian Medical Graduate.Journal of family medicine and primary care · 2020Article
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Authors and funding
3 authors.
Funding
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Abstract
backgroundDisability 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. METHODOLOGY: An instrumental case study approach was adopted and a thematic analysis of data was done.
findingsAcademic 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.
conclusionDisability 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.
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