A qualitative exploration of lecturers’ experiences in teaching and assessment of students with disabilities at the University of KwaZulu-Natal.
| dc.contributor.advisor | Makhaba, Vukani Luvuyo. | |
| dc.contributor.author | Leahy, Kelly Louise. | |
| dc.date.accessioned | 2024-02-15T10:56:41Z | |
| dc.date.available | 2024-02-15T10:56:41Z | |
| dc.date.created | 2023 | |
| dc.date.issued | 2023 | |
| dc.description | Masters Degree. University of KwaZulu-Natal, Durban. | |
| dc.description.abstract | Since the advent of democracy in South Africa, an inclusive education policy was implemented in the education system to address barriers to learning. Although this has increased the enrolment percentage of students with disabilities in higher education institutions (HEIs), a disjunction between policy and practice remains in HEIs in South Africa. Challenges in implementing inclusive education may stem from teaching practices and assessment methods which have not been adjusted appropriately in response to the inclusion of a diverse student body. While the experiences of students with disabilities in HEIs have received considerable research interest, the experiences of lecturers appear to be an understudied research area, particularly within the South African context. This research study drew on the theoretical framework of Differentiated Instruction and qualitatively explored the lived experiences of lecturers in teaching and assessing students with physical disabilities within a South African HEI. Data for the study was collected through individual semi-structured interviews with eight lecturers within the College of Humanities at the University of KwaZulu-Natal (UKZN), Howard College campus, and analysed using Braun and Clarke’s thematic analysis. The findings suggested an emphasis on deficit thinking among lecturers in higher education. In addition, the study revealed that both challenging and positive experiences with these students emerged during teaching and assessment which may hinder or promote the inclusion of students with physical disabilities, respectively. Conclusively, the findings suggested that further progress is required in the institution to support lecturers and their students. Recommendations to enhance inclusivity in the institution may include the incorporation of, and access to inclusive pedagogy, greater awareness and sensitisation, a reduction in attitudinal and physical accessibility barriers, and the promotion of shared responsibility and collaborative effort among relevant stakeholders. | |
| dc.identifier.doi | https://doi.org/10.29086/10413/22821 | |
| dc.identifier.uri | https://hdl.handle.net/10413/22821 | |
| dc.language.iso | en | |
| dc.subject.other | Higher education--Lecturer experiences. | |
| dc.subject.other | Students with disabilities--University of KwaZulu-Natal. | |
| dc.subject.other | Physical disability--Inclusive education. | |
| dc.subject.other | Students with disabilities--Teaching and assessment. | |
| dc.title | A qualitative exploration of lecturers’ experiences in teaching and assessment of students with disabilities at the University of KwaZulu-Natal. | |
| dc.type | Thesis | |
| local.sdg | SDG3 |