Inclusion of Disabled students in higher education in Zimbabwe - The Social Ecosystem Framework: From idealism to reality
Diversity
hopefully I will have defended my thesis by end of august/september
and below is my abstract:
Abstract
Working towards inclusion of disabled students in the higher education
sector has been gathering momentum for some time in various countries,
although until recently, it has not been under the spotlight. The
major object of this research study was to investigate the support and
provision for disabled students in higher education in Zimbabwe. It is
deeply rooted in the grounded theory, illustrative of the narrative
approach (five disabled students' personal life stories), and
ethnographic snapshots (focus group discussions [10 participants] and
documentary analysis), methodologies that characterised it. It also
inevitably took into cognisance, the researcher's vast personal and
professional experience on one hand, and, extensive and diverse views
from other scholars through a comprehensive literature review, on the
other. Significant findings emerged from the research. The study
established that attitudes and disability awareness could either be a
catalyst or an obstacle to inclusion. Institutional barriers that
include physical access, inappropriate application and admission
procedures and teaching methods, were also identified as obstacles to
full participation. The study also reaffirmed that there are
inadequate support services and resources, as well as absence of
legislation and political will concerning the provision of disabled
students in higher education in Zimbabwe. Lack of coordinated
disability activism among disabled people's organisations was also
apparent in this study, which made some disabled people opt to become
self-advocates. It was from these research outcomes that the
researcher constructed the social ecosystem framework, which embodied
the theoretical resources, namely, the social model of disability,
postcolonial theory and globalisation. More importantly, the
researcher identified critical determinants in the applicability, and
effective use of the social ecosystem framework in the promotion of
inclusion of disabled students in higher education in Zimbabwe and
beyond. These include enabling socio-cultural beliefs, genuine family
and community support, a stable political and economic climate,
appropriate legislation and political will, appropriate/accessible
information and technology, self-belief, proactive disability
activism, and sustainable partnerships. Conclusions were drawn, and
practical recommendations were made to various stakeholders involved
in the education of disabled students in higher education. Finally,
the research study also signposted areas for further research.