 HOW CAN HIGHER EDUCATION INSTITUTIONS WORK TOGETHER WITH HEDSA TO SUPPORT STUDENTS WITH DISABILITIES Yanga Futshane

INTRODUCTION Definition of Disability  Persons with disabilities include those who have long-term physical, mental, intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others (UNCRPD)

INTRODUCTION (CONTINUED)  Models of Disability  Medical Model  The medical model views disability as a ‘problem’ that belongs to the disabled individual. It is not seen as an issue to concern anyone other than the individual.  Social Model  Is a reaction to the dominant medical model of disability and it identifies systemic barriers, negative attitudes and exclusion by society that mean that society is the main contributing factor in disabling people.  Different Types of Disability

ACCESS TO EDUCATION Constitution of South Africa  The state may not unfairly discriminate directly or indirectly against anyone on one or more grounds, which includes disability,  Everyone has the right to basic, adult and further education, which the state through reasonable measures, must make progressively available and accessible ( Constitution of SA, 1996),  The constitution recognises that in the past people were unfairly discriminated and that there needs to be redress to right this discrimination,

ACCESS TO EDUCATION (CONTINUED) Article 24 of the UNCRPD  States Parties recognize the right of persons with disabilities to education, without discrimination and on the basis of equal opportunity, States Parties shall ensure that persons with disabilities are able to access general tertiary education, vocational training, adult education and lifelong learning without discrimination and on an equal basis with others. To this end, States Parties shall ensure that reasonable accommodation is provided to persons with disabilities.

REALITY ON THE GROUND  Situation in Special and Inclusive Schools  Higher Education Institutions- not all institutions have DU’s;  Still seen as a ‘Nice-to-Have’ and not an essential service in many institutions  Limited Infrastructure with DU’s  Not part of the mainstream dialogue of the University  Often not situated within the correct department within the Institution and this has an impact on the support received from within and outside the University

IDENTIFYING AND ADDRESSING SOME OF THE CHALLENGES  HEDSA was formed in 2007 – FOTIM CONFERENCE  A collective voice for people working in this sector  Role of HEDSA  HEDSA is an advocacy and rights- based organisation that does work in the field of disability in the higher and further education sector in South Africa. HEDSA lobbies around issues of interest concerning students with disabilities

HEDSA OBJECTIVES To work towards equal opportunities for SwD by:  Stimulating and facilitating dialogue & critical reflection  Promoting equity, diversity and inclusivity in HEI/FETs  Networking & cooperating with national bodies: HESA, CHE, NGOs

HEDSA OBJECTIVES (CONTINUED) To assist HE & FETs by:  Supporting them in advocacy and disability-related areas of change management  Identifying current issues and areas of need  Undertaking achievable, affordable and appropriate projects  Encouraging research, collaboration & development

HEDSA ENGAGEMENT  NSFAS funding: 2013 revised guidelines  NRF guidelines 2014  Engagement with DHeT resulted in dedicated funding for disability units  HESA Collaboration  Regional meetings- HEI & FET  SAFSAS  Collaboration with the Ministry of Women, Children and People with Disabilities  Closer collaboration with the DHeT

HEDSA ENGAGEMENT (CONTINUED)  Green Paper for Post-School Education and Training  Input into the Student Housing Policy  Disability HEMIS codes- collaboration with DHeT  Supporting Institutions that are setting up DU’s  HEDSA website

LEVEL THE PLAYING FIELDS  In order to address the discrimination and disadvantage within the education system, need to make Higher & Further Education accessible to SWD’s, The findings in a study carried out by Howell (2005) point to critical barriers within and outside institutions that continue to restrict access to higher education for disabled students and undermine their ability to participate equally in the process of teaching and learning and thus have a fair chance of success. This suggests that despite some of the very important initiatives taking place, which as this report has shown are extremely important in addressing the needs of students with disabilities, substantial change still needs to happen if these students are to enjoy an equal place in the higher education system.  Student Success requires relevant support,  Establish DU’s at all Higher and Further Education Institutions,  Relevant Human Resource Support,

LEVEL THE PLAYING FIELDS (CONTINUED)  Appropriate dedicated funding structure for DU’s  Appropriate Human and Technological support that meet the students needs viz. assistive technology (JAWS, Zoomtext), Loop Induction System, Sign Language Interpreter, Carer, Specific Learning Disabilities Support, Psycho-social Support to name a few,  Creating an environment for SWD’s that is on par with non-disabled students  Management Support to push the disability agenda within the institution  Howell also noted that respondents stressed that support for their endeavours by the vice-chancellor or a deputy vice-chancellor had been one of the most important factors that had enabled them to bring about the necessary changes (Howell, 2005)

HEDSA 2014: MOVING FORWARD  Developing Best Practice Guide  Working with DHeT & DWCPD on the National Disability Policy Framework for HEI’s (one of the recommendations of FOTIM research),  Best practice regarding concessions for extra time within the SA context.  Continue with projects already initiated  Strengthen FET collaboration (all the HEDSA initiatives relevant to FET)  HEDSA symposium in Cape Town at Stellenbosch University

ABOUT HEDSA  Established in 2007  Accepted as a community of practice by Higher Education South Africa (HESA)  NPO no – Registered with the Department of Social Development  Website address:

REFERENCES  Higher Education Monitor  South African Higher Education Responses to Students with Disabilities. Equity of Access and Opportunity? Colleen Howell (2005)  Centre for the Study of Higher Education, University of the Western Cape  FOTIM (Foundation of Tertiary Institutions of the Northern Metropolis) Disability in Higher Education Project Report, ( )

Thank You !